the effect of virtual assistant application...
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THE EFFECT OF VIRTUAL ASSISTANT APPLICATION ON
STUDENTS’ PRONUNCIATION SKILL
(A Quasi-Experimental Study at the Eighth Grade of MTs Nur Asy-syafi’iyah
Rempoa in the Academic Year 2017/2018)
A Skripsi
Presented to the Faculty of Educational Sciences in Partial Fulfillment of the
Requirements for the Degree of S.Pd. (S-1) in the Department of English Education
By:
Rizqi Ahmad Budiman
1113014000023
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2017
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ABSTRACT
Rizqi Ahmad Budiman. 1113014000023. “The Effect of Virtual Assistant
Application on Students’ Pronunciation Skill (A Quasi-experimental Study at
Eighth-grade of MTs Nur Asy-syafi’iyah Rempoa in Academic Year
2016/2017)”. Skripsi, Department of English Education, Faculty of Educational
Sciences. Syarif Hidayatullah State Islamic University of Jakarta, 2017.
Advisor I: Dr. Ratna Sari Dewi, M.Pd.
Advisor II: Zaharil Anasy, M.Hum.
Keywords: Virtual Assistant, Application, Pronunciation, Skill
This research is intended to obtain the empirical evidence about the effect of virtual
assistant application on students’ pronunciation skill at the eighth-grade of MTs Nur
Asy-syafi’iyah Rempoa. The method of this study was a quasi-experimental research
which classified as a quantitative research. The population of the research was 52
students from two classes. Purposive sampling technique was chosen by the
researcher to determine the experimental class and the control class of the research.
Each class consisted 26 students. Moreover, the researcher used a set of oral tests as
the instrument of the research. The oral tests were conducted on the pre-test and the
post-test. In the experimental class, the pronunciation teaching and learning were
conducted by implementing the virtual assistant application, meanwhile, in the
control class, the pronunciation teaching and learning were conducted by
implementing the conventional teaching technique based on the lesson plan. Before
doing the treatment, the researcher conducted the pre-test to the students of the
experimental class. After the pre-test was conducted, the students were taught by
using the virtual assistant application. At the end of the treatment, the researcher
conducted a post-test. A t-test was used to analyze the data. Based on the output, it
was obtained that Sig. (2-tailed) The score was 0.039 which was smaller than the
determined significance value 0.05. Therefore, it can be seen that p < α; (0,039 <
0.05) which meant that (H0) was rejected and (Ha) was accepted. In other words, there
was a significant effect of the virtual assistant application on students’ pronunciation
skill with the scale of medium significant. So that the hypothesis alternative of the
research: “The virtual assistant application gave the significant effect on the
pronunciation skill of eighth-grade students of MTs Nur Asy-syafi’iyah Rempoa” is
accepted.
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ABSTRAK
Rizqi Ahmad Budiman. 1113014000023. “Pengaruh Asisten Virtual Pada
Keterampilan Pengucapan Siswa (Sebuah Studi Kuasi Eksperimental Pada
Kelas Delapan MTs Nur Asy-syafi’iyah Rempoa Tahun Ajaran 2017/2018)”.
Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan.
Universitas Islam Negeri Syarif Hidayatullah Jakarta 2017.
Dosen Pembimbing I : Dr. Ratna Sari Dewi, M.Pd.
Dosen Pembimbing II: Zaharil Anasy, M.Hum.
Kata kunci: Asisten Virtual, Aplikasi, Pengucapan, Keterampilan
Penelitian ini bertujuan untuk mendapatkan bukti empiris tentang pengaruh aplikasi
asisten virtual terhadap keterampilan pengucapan siswa pada siswa kelas delapan
MTs Nur Asy-syafi'iyah Rempoa. Metode penelitian yang digunakan adalah
penelitian kuasi eksperimental yang diklasifikasikan. sebagai penelitian kuantitatif.
Populasi penelitian adalah 52 siswa dari dua kelas. Teknik pengambilan sampel
secara purposif dipilih oleh peneliti untuk menentukan kelas eksperimen dan kelas
kontrol penelitian. Setiap kelas terdiri dari 26 siswa. Selain itu, peneliti menggunakan
satu set tes lisan sebagai instrumen penelitian. Uji lisan dilakukan pada pre-test dan
post-test. Di kelas eksperimen, pengajaran dan pembelajaran pengucapan dilakukan
dengan menerapkan aplikasi asisten virtual, sementara di kelas kontrol, pengajaran
dan pembelajaran pengucapan dilakukan dengan menerapkan teknik pengajaran
konvensional berdasarkan rencana program pengajaran. Sebelum melakukan
penerapan, peneliti melakukan pre-test kepada siswa kelas eksperimen. Setelah pre-
test dilakukan, para siswa diajar dengan menggunakan aplikasi asisten virtual. Pada
akhir penerapan, peneliti melakukan post-test. Uji t digunakan untuk menganalisa
data. Berdasarkan hasil, diperoleh bahwa Sig. (2 ekor) Skor 0,039 yang lebih kecil
dari nilai signifikansi 0,05. Oleh karena itu, dapat diperoleh bahwa p <α; (0,039
<0,05) yang berarti (H0) ditolak dan (Ha) diterima. Dengan kata lain, ada pengaruh
signifikan dari aplikasi asisten virtual terhadap keterampilan pengucapan siswa
dengan skala signifikan menengah. Sehingga alternatif hipotesis penelitian: "Aplikasi
asisten virtual memberi pengaruh signifikan terhadap kemampuan pengucapan siswa
kelas delapan MTs Nur Asy-syafi'iyah Rempoa" diterima.
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ACKNOWLEDGEMENT
In the name of Allah, the Beneficent and the Merciful. All praise be to Allah, the
Lord of the worlds, who has been blessing and guiding until the researcher can finish
this research under the title “The Effect of Virtual Assistant Application on Student’
Pronunciation Skill (A Quasi-experimental Study at the Eighth-grade of MTs Nur
Asy-syafi’iyah Rempoa in Academic Year 2016/2017).” Peace and salutation be upon
to the Prophet Muhammad who has brought all of the human kind from the darkness
into the lightness.
The researcher would like to thank and express the highest honor and gratitude to
his beloved parents, H. Ahmad Budiman and Cucu Indrayani (Alm.), who have
always been the greatest supporters of the researcher and for all the endless love and
prayers until finally he can finish this research. The biggest thanks are also to his
brother and sister, Gilang Maulana Dzulhijjah and Regina Nurul Maulidiyah, who
have been always motivating and inspiring the researcher to finish this research. The
researcher realizes that this research would never be done and finished without the
help and the support of some people around him. Therefore, he would like to express
his gratitude to the advisors, Dr. Ratna Sari Dewi, M.Pd. and Zaharil Anasy, M.Hum.
for the lessons to learn, the advice to listen to, and the guidance to be applied in
finishing this research.
Furthermore, the researcher would like to express his grateful appreciation to:
1. Prof. Dr. Ahmad Thib Raya, M.A., as the Dean of the Faculty of Educational
Sciences.
2. Dr. Alek, M.Pd., as the Head of the Department of English Education.
3. Zaharil Anasy, M. Hum., as the Secretary of the Department of English
Education.
4. All lecturers of the Department of English Education for the knowledge,
motivation, and inspiration for the researcher during his study.
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5. Moh. Husni Thamrin, S.Sos., as the Headmaster of MTs Nur Asy-syafi’iyah
Rempoa for the permission and help to conduct this research.
6. Yuli Ambar Utami, S. Pd., as the English teacher at MTs Nur Asy-syafi’iyah
Rempoa for her guidance and motivation during this research.
7. The teachers, students, and all staffs of MTs Nur Asy-syafi’iyah Rempoa for
all the acceptance and the help to conduct this research.
8. His big family who has supported, motivated, and reminded him in finishing
this research.
9. All his beloved friends of the Department of English Education Batch 2013
especially class A for the endless friendship and support during this study.
10. All his dearest friends especially Hutami Devari, Meilinda Nur Afifah, Pefinta
Diana Putri, and Syarifatunnisa for all the reminder and motivation to finish
this research in the nick of time.
11. His brothers Zezens Pratama and Muhammad Faiq Zamzami for the
brotherhood and encouragements from the very beginning.
12. All the people whose names cannot be mentioned one by one for the
contributions in finishing this research.
Finally, the researcher realizes that this research is still far away from perfection, it
still has weaknesses and mistakes. Therefore, any constructive critique and
suggestion would be highly appreciated to make this research better.
Jakarta, October 5th, 2017
Rizqi Ahmad Budiman
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TABLE OF CONTENTS
APPROVAL SHEET.................................................................................................... i
ENDORSEMENT SHEET........................................................................................... ii
SURAT KETERANGAN KARYA SENDIRI............................................................ iii
ABSTRACT................................................................................................................ iv
ABSTRAK.................................................................................................................... v
ACKNOWLEDGEMENT........................................................................................... vi
TABLE OF CONTENTS.......................................................................................... viii
LIST OF TABLES...................................................................................................... xi
LIST OF FIGURES.................................................................................................... xii
LIST OF APPENDICES........................................................................................... xiii
CHAPTER I: INTRODUCTION.............................................................................. 1
A. Background of the Study...................................................................... 1
B. Identification of the Problems.............................................................. 5
C. Limitation of the Problems................................................................... 5
D. Formulation of the Problems................................................................ 6
E. Objective of the Study.......................................................................... 6
F. Significances of the Study.................................................................... 6
CHAPTER II: THEORETICAL FRAMEWORK.................................................. 8
A. Pronunciation........................................................................................ 8
1. Definition of Pronunciation.............................................................. 8
2. Features of Pronunciation................................................................. 9
3. Factors That Affect Pronunciation................................................. 14
4. The Problems of Pronunciation...................................................... 16
B. Skill..................................................................................................... 20
1. The Definition of Skill................................................................... 20
2. English Language Skill.................................................................. 21
C. Pronunciation Skill............................................................................. 21
D. Virtual Assistant Application............................................................. 22
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1. The Definition of Virtual Assistant Application............................ 22
2. The Most Used Virtual Assistants.................................................. 23
E. The Advantages of Virtual Assistant Application in
Teaching Pronunciation...................................................................... 25
F. Teaching Pronunciation Through Virtual
Assistant Application.......................................................................... 26
G. Previous Study.................................................................................... 28
H. Thinking Framework........................................................................... 32
I. Theoretical Hypothesis........................................................................ 32
CHAPTER III: RESEARCH METHODOLOGY................................................ 33
A. The Place and the Time of the Research............................................. 33
B. Method and Design of the Research................................................... 33
C. Population and the Sample of the Research........................................ 34
D. Instrument of the Research.................................................................. 35
E. Technique of Data Collection............................................................. 36
F. Validity................................................................................................ 36
G. Reliability............................................................................................ 37
H. The Technique of Data Analysis......................................................... 38
I. Statistical Hypothesis.......................................................................... 41
CHAPTER IV: RESEARCH FINDING AND DISCUSSION............................. 43
A. The Description of Data...................................................................... 43
1. The Data of Experimental Group.................................................... 43
2. The Data of Control Group............................................................. 47
B. The Analysis of Data.......................................................................... 51
1. Test of Normality........................................................................... 51
2. Test of Homogeneity...................................................................... 52
3. Test of Data Hypothesis..................................................................53
4. Test of Effect Size.......................................................................... 54
C. Discussion........................................................................................... 55
CHAPTER V: CONCLUSION AND SUGGESTION.......................................... 57
A. Conclusion........................................................................................ 57
B. Suggestion......................................................................................... 57
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REFERENCES........................................................................................................... 59
APPENDICES............................................................................................................ 63
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LIST OF TABLES
Table 2.1 Vowels and Diphthongs Differences.................................................. 12
Table 3.1 Research Design................................................................................. 34
Table 4.1 The Score of The Pre-test and The Post-test of
Experimental Class............................................................................. 44
Table 4.2 Histogram of The Experimental Class’ Pre-test Score....................... 44
Table 4.3 Histogram of The Experimental Class’ Post-test Score......................45
Table 4.4 The Mean of The Pre-test and The Post-test Score of
Experimental Class............................................................................. 45
Table 4.5 The Score of The Pre-test and The Post-test of Control
Class.................................................................................................... 47
Table 4.6 Histogram of The Control Class’ Pre-test Score................................ 49
Table 4.7 Histogram of The Control Class’ Post-test Score............................... 49
Table 4.8 The Mean of The Pre-test and The Post-test Score of Control
Class.................................................................................................... 50
Table 4.9 Test of Normality of The Pre-test....................................................... 51
Table 4.10 Test of Normality of The Post-test..................................................... 51
Table 4.11 Test of Homogeneity of Variances of Pre-test................................... 52
Table 4.12 Test of Homogeneity of Variances of Post-test.................................. 52
Table 4.13 Group Statistics................................................................................... 53
Table 4.14 Independent Samples Test.................................................................. 54
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LIST OF FIGURES
Figure 2.1 Features of Pronunciation..................................................................... 9
Figure 2.2 Vocal Tract......................................................................................... 11
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LIST OF APPENDICES
Appendix 1 Instrument of Pre-test
Appendix 2 Instrument of Post-test
Appendix 3 Blueprint of the Instruments
Appendix 4 Lesson Plan of the Experimental Class
Appendix 5 Lesson Plan of the Control Class
Appendix 6 Statistic Descriptive Table
Appendix 7 The Result of Validity Test
Appendix 8 The Result of Reliability Test
Appendix 9 Permission Letter of the Research
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CHAPTER I
INTRODUCTION
A. Background of the Study
Communication is the most basic activity for a human being to understand each
other. Having a good pronunciation makes the communication understandable for
both speaker and listener because a good pronunciation can make every word that is
said clear and meaningful. Moreover, pronunciation is one of the most important sub-
skill to speaking skill, because the clarity of a speech is determined by a good
pronunciation skill. By having a good pronunciation, a person can sound every word
right and express the meaning of every word without making any misheard or
misunderstanding to the listener.
One of the purposes to learn a foreign language is being able to speak the
language. To achieve the purpose, the learners need to master pronunciation skill to
make the spoken language meaningful and easy to understand. Fraser stated, “with
good pronunciation, a speaker is intelligible despite other errors; with poor
pronunciation, understanding a speaker will be very difficult, despite accuracy in
other areas”.1 This statement proves that with a good pronunciation, a speaker will be
easily understood even though the speaker makes some error. Meanwhile, even a
speaker speak accurately, with a less good pronunciation the speech will be hard to be
understood. Therefore, it can be stated that the essence of making the speaker and the
listener understand each other is by having a good pronunciation skill.
However, it is difficult to learn English pronunciation especially for foreign
language learners like Indonesian students. Some of the Indonesian students find it is
difficult to pronounce some English words. It is common because English is not used
as a daily language, the first language or mother tongue influences the
1Helen Fraser, Coordinating improvements in pronunciation teaching for adult learners
English as a second language, (Department of Education, Training and Youth Affairs, Canberra, 2000)
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students‟ pronunciation and it is the common problem for the most Indonesian
students‟ pronunciation skill. According to Avery and Ehrlich “many pronunciation
problems varies according to the native language of the learners”.2 It can be stated
that the native language contributes to the problem of learners‟ English
pronunciation, it affects the learners in learning pronunciation because it is the
original language or the mother tongue of the learners that can be the foundation in
learning pronunciation.
Furthermore, those problems occur when the students unknowingly transfer the
first language to the target language which is English. Some students that have a
strong influence from the mother tongue may a little bit hard to pronounce some
sounds. For example, some students may find it is difficult in pronouncing some
consonants like /v:/ in Virus because the students often pronounce it as /p:/. Some
Indonesian students also pronounce the word as same as it is written for example
Sugar as /sugɑr/ or Water as /wɑtᴣr/.
Moreover, the problem does not only come from the mother tongue of the
students, teachers‟ contribution to teaching the pronunciation also can be the problem
to the students‟ pronunciation skill. Most of the teachers do not really concern about
pronunciation in teaching speaking even though it is the micro skill of the speaking
skill which is important. Some teachers still think that teaching pronunciation is
difficult. The hardship that is felt by the teachers in teaching pronunciation is caused
by the lack of phonetics or linguistics training and the experience in teaching
pronunciation,3 it makes the pronunciation teaching neglected by some of teachers.
Therefore, the teachers need to be more creative and innovative to find the effective
and easiest media to use to teach English pronunciation to the students so that the
pronunciation skill can be drilled efficiently.
2 Peter Avery and Susan Ehrlich, Teaching American English Pronunciation, (New York:
Oxford University Press, 2012) p.95. 3 Linda Lane, Tips for teaching pronunciation: A Practical Approach, (Upper Saddle River:
Pearson Education, 2010) p.1.
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In addition, the students and the English teacher of MTs Nur Asy-syafi‟iyah
Rempoa also faced the similar problem. Based on the observation in MTs Nur Asy-
Syafiiyah, the researcher found out that most of the students had good English skills,
especially on vocabulary. The students could easily name every Indonesian word that
the researcher said into English as well as it is reversed. However, some problems in
pronouncing the vocabularies are faced by the students, the students could hardly
pronounce the vocabularies with the correct pronunciation. Furthermore, the students
could not pronounce the vocabularies clearly. The students practically could say the
words but they pronounced it as same as it is written, for example, Year is incorrectly
pronounced as /yeyɑr:/ or League is incorrectly pronounced as /leyɑgwe:/ it was a
common mistake that the students did in pronouncing English word.
According to the interview with some students, it is said that the teacher did not
offer opportunities to learn pronunciation. It can be said that the pronunciation skill of
the students was less concerned by the teacher. However, it had been a genuine
problem for the teacher because she was the only English teacher at MTs Nur Asy-
syafi‟iyah, and she should teach totally nine classes without any effective media nor
application, that was why the teacher less concerned about the pronunciation of the
students. After the observation, the researcher realizes that the teacher needs an
effective media in order to drill students‟ pronunciation skill to make sure the
students can pronounce all English vocabularies correctly. For solving this problem,
teachers are suggested to use good and effective media to be applied in pronunciation
teaching and learning.
The researcher then finds the virtual assistant application that can solve the teacher
and student‟s problems and be a media to teach and learn pronunciation. The virtual
assistant application is one of the automatic speech recognitions that can recognize
human‟s voice and sound. it is automatically installed on smartphones with a function
to help people in using the smartphones efficiently. Joseph Keshet and Sammy
Bengio stated that the function of the virtual assistant application is to transcribe a
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recorded speech utterance into its corresponding sequence of words.4 It means that
the application can recognize the user‟s voice and sound and transcribes the order on
the screen then respond it. However, it requires a good and correct pronunciation to
make the application transcribe and respond the orders.
The application transcribes the words as it is pronounced by the user. So that, as
an example, if the user wants to say „snake‟ but incorrectly pronouncing „snack‟
instead of through the application, the application then will transcribe the word
„snack‟ instead of „snake‟. The user then needs to say the word over and over until the
pronunciation of the word is correct. From the illustration, it can be stated that virtual
assistant application is one of the media which can help the students in practicing and
improving the pronunciation skill easily. In teaching pronunciation, the virtual
assistant can help the students more active in the learning process in the classroom.
The students can practice the pronunciation by themselves with the guide from the
teachers. Therefore, the teacher can use any kinds of virtual assistant application such
as Apple Siri, Google Now, and Microsoft Cortana. So, it is hoped that by using this
application the process of teaching and learning can be achieved as well as possible.
Based on the background of the study mentioned above, it is argued that one of the
most important things to make effective teaching and learning pronunciation in the
classroom is by using a virtual assistant application. It can be said because of the
advantages of the virtual assistant application to give a feedback such as correcting
students‟ pronunciation in pronouncing English words or sentences so that the
students will be more aware of mispronouncing the word and sentences and the
pronunciation skill can be improved. Moreover, the advantages of the virtual assistant
application are that virtual assistant can recognize the students‟ voices and sounds as
well as recognizing the mistake of the pronunciation. Even more, the application is
easy to use and it can make the students feel like having a conversation with a native
speaker as the application responds to the orders or questions that the students give.
4 Joseph Keshet and Sammy Bangio, Automatic Speech and Speaker Recognition
Large Margin and Kernel Methods, (West Sussex: Wiley & Son Ltd., 2009) p. 3.
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Then, it can be stated that virtual assistant application is one of the most dominant
technologies that can help students aware of the importance of pronunciation in
communication and it also can help the students to improve the pronunciation skill
easily as well.
Therefore, it is an interesting study to have a research in order to find whether the
virtual assistant application can give a significant effect on the improvement of
students‟ pronunciation skill or not. It is expected that this study can support teaching
and learning process in order to improve the quality of pronunciation skill.
B. Identification of the Problem
Based on the background, some problems can be identified:
1. Most of the students at MTs Nur Asy-syafi‟iyah find it is hard to pronounce some
English words.
2. Mothertongue has a big contribution to MTs Nur Asy-syafi‟iyah students‟ English
pronunciation problem.
3. There is an only English teacher at MTs Nur Asy-syafi‟iyah with fewer media to
teach English pronunciation, it makes the teacher less concern about students‟
pronunciation skill.
4. The English teacher and the students at MTs Nur Asy-syafi‟iyah need an effective
and easy to use media to teach and learn English pronunciation so that the
students‟ English pronunciation skill can be improved.
C. Limitation of the Study
The scope of this study is to describe the effectiveness of virtual assistant
application on students‟ pronunciation skill at the eighth-grade students of MTs
Nur Asy-syafi‟iyah Rempoa. The study is focused on the effectiveness of the
virtual assistant application. To make clear the problem and to avoid the large
discussion, the limitation of the study is as follows.
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1. This study focuses on pronunciation skill of students who are taught by using the
virtual assistant application (experiment class) and without using it (control class).
2. This study focuses on the result of students‟ pronunciation skill before teaching by
using the virtual assistant application and after using the virtual assistant
application (experiment class).
3. This study focuses on the result of students‟ pronunciation skill without using the
virtual assistant application (control class).
D. Formulation of the Problem
After identifying the problems, it can be formulated into a research
question “Is there any significant effect of virtual assistant application on students‟
English pronunciation skill?”
E. Objective of the Study
The objective of the study is to find out the empirical evidence of virtual
assistant application on students‟ English pronunciation skill which will be
conducted at eighth-grade students of MTs Nur Asy-syafi‟iyah, Tangerang
Selatan.
F. Significance of the Study
The researcher expects that the result of the study can give some significances
both theoretically and practically contributions for the teachers, students, and
researchers.
1. For Teachers
The study is expected to give some information to facilitate an effective and
efficient media for the teacher in teaching pronunciation by using virtual assistant
application.
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2. For students
The study is expected to motivate the students to improve their skill in English,
especially pronunciation skill. This study can introduce virtual assistant
application as a medium to learn and practice pronunciation. The result of the
study can be used as the students‟ learning outcome. Furthermore, the students will
know their pronunciation skill improvement before learning pronunciation by
using the virtual assistant application and after using the virtual assistant
application (experiment class) and also for students who learn pronunciation
without using virtual assistant application (control class).
3. Further researchers
Researchers can conduct a further study about teaching and learning
pronunciation through the virtual assistant application. The finding of this research
is expected to be a reference and information to support the future research.
Further researchers can use this finding to enrich the theories in improving
pronunciation skill through the technique of applying virtual assistant application.
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CHAPTER II
THEORETICAL FRAMEWORK
A. Pronunciation
1. Definition of Pronunciation
Pronunciation is one of the sub-skills of speaking skill; it is one of the most
important sub-skills to make sure that the person speaks all the words clearly.
There are many definitions about pronunciation that can be found to know the
meaning of pronunciation. Moreover, people can also have the conclusion what
they have understood about the meaning of pronunciation. Nevertheless,
pronunciation can be defined as the way in which a language or a particular word
is pronounced.
Moreover, there are many definitions of pronunciation according to some
experts. Penny Ur stated, “Pronunciation is to say the sounds right, to use the
words to express the appropriate meanings, or construct their sentences in a way
that sounds acceptable”.1 It means pronunciation is used to make the words that
are said sounds right and the meaning of the words can be delivered and sound
acceptable to the listener. Another definition comes from Hewings as he asserted
“pronunciation is components of speech that range from the individual sound that
makes up speech, to the way in which pitch (the rise and fall of the voice) is used
to convey meaning.”2 From this definitions, it can be stated that pronunciation is
the speech‟s components where the pitch of rising and falling of the voice
determine the meaning of the speech.
Furthermore, Susan Boyer defined pronunciation as “a necessary part of
speaking (oral communication). It involves making the correct sounds of a
particular language as well as how the sounds are put together in the flow of
1Penny Ur, A Course in language Teaching: Practice and Theory, (Cambridge:
Cambridge university Press, 2009) p. 103. 2Martin Hewings, Pronunciation Practice Activities: A Resource Book for Teaching
Engllish Pronunciation, (Cambridge: Cambridge University Press, 2004) p. 3.
9
speech.”3. From the definitions above, it can be concluded that the definition of
pronunciation is a necessary part of speaking skill that is intended to clarify the
words, the sounds, the pitch, and the meaning of a speech that will not make any
misheard or misunderstanding of the words‟ meaning to the listener or the hearer.
2. Features of Pronunciation
Pronunciation has some features that can avoid the misunderstanding and
misheard in learning pronunciation. Learners, especially foreign language learners
are likely misunderstood when having a conversation in English, it is caused by
incorrectly pronouncing some words. Therefore, these features in pronunciation
can avoid that problem as the learners know all of them. There is a figure of the
features of pronunciation below that was adapted from Gerarld Kelly:4
Figure 2.1 Features of Pronunciation
3 Susan Boyer, Understanding English Pronunciation: an Integrated Practice Course,
(Glenbrook: Boyer Educational Resources, 2002) p. 1. 4 Gerald Kelly. How to Teach Pronunciation, (Harlow: Longman, 2000) p. 1.
10
In the figure above it is explained that pronunciation has two features,
phonemes, and suprasegmental features. Phonemes are divided into two parts,
consonants with voiced and unvoiced as the contents and vowels with single
vowels (consist short and long single vowels) and diphthongs as the contents.
Meanwhile, suprasegmental features are also divided into two parts, intonation
and stress that consists word stress and sentence stress.
a. Phonemes
Phonemes are the different sound within a language. Even though some people
articulate sounds differently, yet those can still be described how accurately the
sounds are produced.5 McMahone illustrated “as adults, we have no difficulty in
recognizing that lemons and limes are different but both citrus fruits or that
misery and happiness are different but both emotions. This sort of hierarchical
classification is exactly what is at issue when we turn to the notion of the
phoneme.”6 Therefore, it is illustrated that two sounds which phoneticians can
equally tell apart easily will be reputed as the same by the speakers. Phonemes
then categorized into two parts, consonants, and vowels.
a) Consonants
A consonant is the phonemes which are not vocal, in other words, the sound is
produced by obstructing the flow of the airstream in the mouth. Avery and Ehrlich
stated, “consonants involve a narrowing in the mouth which in turn causes some
obstruction of the airstream.”7 It means that to produce consonants sounds, the
mouth is narrowed which can obstruct the airstream from the lungs, therefore the
consonants can be sounded and articulated from the mouth. Consonants involve
the organ that produces the vocal, it is called vocal tracts, and that voice or the
sound can be voiced or unvoiced.
5 Ibid
6 April McMahone, An Introduction to English Phonology, (Edinburgh: Edinburgh
University Press, 2002) p.12. 7 Peter Avery and Susan Ehrlich, Teaching American English Pronunciation, (New York:
Oxford University Press, 2012) p.12.
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In order to know the exact position of the vocal tract, the figure below
describes the position of the vocal tract that is adapted from Kelly:8
Figure 2.2 Vocal Tract
Furthermore, consonants are divided into two categories they are voiced and
voiceless consonant. A voiced consonant is produced in the mouth which the
sound is accompanied by a vibration. McMahone stated, “If you put your fingers
on your „Adam‟s apple‟ or „voicebox‟ (technically the larynx), and produce a very
long [zzzzzzz], you should feel vibration; this shows that [z] is a voiced sound.”9
It means that when a consonant is sounded while touching Adam's apple and there
is a vibration appeared in the larynx, that is how to know the voiced consonants.
In the other hands, the production of voiceless consonants is not followed by any
vibration. To know a voiceless consonant is by saying a long „s‟ [sssssss]. While
saying the consonant there will be no same feeling as the voiced activity, there is
no vibration when the „s‟ is articulated because „s‟ is voiceless.10
8 Gerald Kelly, Op.Cit., p.4.
9 McMahone, Op.Cit, P. 26.
10 Ibid
12
b) Vowels
Vowels are articulated as a tongue and lips are shaping the voiced airstream so
that the overall shape of the mouth can be modified.11
Compared with consonants,
vowels have a little obstruction of the airstream.12
In other words, the sounds are
almost completely voiced. The vowels of English are categorized into two
categories, and those are based on the sounds. The first is the single vowels or the
pure vowels and the second is diphthongs.
Table 2.1 Vowels and Diphthongs Differences13
Vowels Diphthongs
i: Bead eɪ Cake
I Hit ɔɪ Toy
ʊ Book aɪ High
u: Food ɪə Beer
E Left ʊə Fewer
ə About eə Where
ɜ: Shirt əʊ Go
ɔ: Call aʊ House
æ Hat
ʌ Run
ɑ: Far
O Dog
11
Gerald Kelly. How to Teach Pronunciation, (Harlow: Longman, 2000) p. 29. 12
Peter Avery and Susan Ehrlich, Teaching American English Pronunciation, (New
York: Oxford University Press, 2012) p.28. 13
Kelly, loc. cit, p.2.
13
b. Supra Segmental Features
Suprasegmental is the features of pronunciation that are invisible. The features
can be hardly recognized if the speaker cannot distinguish where to place it.
Ladefoged and Johnson stated that the features are the variation of stress, pitch,
and length that can affect single segments as same as whole syllables.14
It means
that the suprasegmental features like stress, pitch, and intonation affect another
feature of pronunciation. In another word, without proper suprasegmental
features, the conversation will likely be more absurd because there will be a
misunderstanding to the native English speaking listener.
It is important to know how to use and place the features on the right word so
that there will not be a misunderstanding between the speaker and the listener.
Murcia, Brinton, and Goodwin illustrated “Learners who use incorrect rhythm
patterns or who do not connect words together are at best frustrating to the native-
speaking listener, more seriously, if these learners use improper intonation
contours, they can be perceived abrupt, or even rude; and if the stress and rhythm
patterns are too non-native-like, the speakers who produce them may not be
understood at all.”.15
From the illustration, it can be stated that with incorrect
suprasegmental features like stress and intonation can make misunderstanding to
the listener especially the native listener. The learner will sound rude to the
listener because the incorrect features will make the learners too non-native-like.
Moreover, these features contain two important parts that can affect to a clear
pronunciation, the first is stress and the second is intonation.
a) Stress
This part of pronunciation takes an important role in the clarity of speaking. If a
person says even a word, but the stress is incorrect, that word can have a different
meaning to another person who listens to him. Harmer stated, “Stress is the term that we
use to describe the point in a word or phrase where pitch changes vowels lengthen and
14
Peter Ladefoged and Keith Johnson. A course in Phonetics, (Boston: Wadsworth
Chengage Learning, 2001) p.23. 15
Murcia, Brinton, Goodwin, loc.cit, p.131.
14
volume increases”.16
It means that the use of stress in pronunciation is to point out the
word that is really meant to be said. That word or phrase will be increased whether the
volume, pitch or length to make sure the listener understand and pay any attention to the
stressed word or phrase.
b) Intonation
As well as stress, intonation also affects the way a person says a word. In saying a
word, the person has to know where the voice should be raised or lowered. To be clear,
Ladefoged and Johnson illustrated “In English, it is even possible to change the
meaning of a sentence such as That‟s a cat from a statement to a question without
altering the order of the words. If you substitute a mainly rising for a mainly
falling intonation, you will produce a question spoken with an air of astonishment:
That‟s a cat?”.17
It can be stated that the intonation can change the phrases that are said.
A question is usually ended with the falling intonation. If the intonation is changed into
rising, the question will be considered as a statement not a question anymore. Therefore,
the intonation can change the perspective of the utterance and it is important to
know it so there will not be a misunderstanding of the phrase that is said.
3. Factors That Affect Pronunciation Learning
In learning pronunciation, there are some factors that affect the success of the
learning. Those factors can be affected from the students or from the environment
where the students learn the pronunciation. Adapted from Zhang and Pengpen,
there are some factors that can give some impacts to the success of the students in
learning pronunciation. Moreover, the lists of the factors that positively affect the
pronunciation are written below: 18
16
Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman,
2007) p.42. 17
Ladefoged, Johnson, loc.cit, p.24. 18
Fachun Zhang and Yin Pengpen. A Study of Pronnciation Problems of English in
China, Asian Social Science, 5 (6), 2009 p. 143.
15
a. Students’ Attitude
In learning, the attitude has been always giving an effect toward the object that
is learned, so does with pronunciation. Monica Schmid stated, “it is generally
accepted nowadays that the success of the second or the foreign language learning
process is to a large part determined by the speaker‟s attitude towards this
language”.19
It means that the attitudes of the students in the language that is
learned give an impact on the success of the other aspects of the language includes
pronunciation. It is likely if a student likes the people or the culture of English
language, it will affect and motivate the student in willingness to learn the
language and its varieties, including pronunciation.
b. Motivation
In learning pronunciation, it is important for the learners to have the motivation
to learn the subject. Motivation affects the students in learning pronunciation,
with a good motivation the students will know exactly what is the purpose and the
goal of learning pronunciation. However, it is common when some students are
concerned about it and some are not. Saville-Troike stated that individual
motivation is another factor that is used to explain why some students are more
successful than others. The more motivated students are, the easier they will learn
a new language.20
It means that in learning a new language, as well as the features
of the language includes pronunciation, motivation can be a factor on the
successfulness of the students. The more motivated the students, the easier they
learn the pronunciation.
So that in teaching pronunciation, the learners have to have their own
motivation to learn pronunciation rather than getting forced to do it because it will
be easier and more successful when the learners love to learn it and have the aim
to master it.
19
Monica S. Schmid, First Language Attrition, Use and Maintenance: The Case of
German Jews in Anglophone Countries, (Philadelphia: John Benjamins Publishing Company,
2002) p.2. 20
Saville-Troike, Muriel, Introducing Second Language Acquisition (Cambridge
University Press, Cambridge: 2006) p.85-86.
16
c. Exposure
Exposure in learning English means the place where the learners daily learning
English and it affects to their learning process. If the learners are accustomed to
learning in the environment that supports the lesson, it will be easier for them to
master the language. According to Jhonson “Good teacher do their job well but
know their own limits, they make a very clear distinction between professional
and personal time and treat their student with respect.”21
Moreover, Murcia,
Brinton, and Goodwin asserted “the teacher should try to maximize students‟
exposure to the target, and to encourage them to expand their own domains of
linguistic competence, stressing the importance of language exposure in the
process of acquiring all aspects of language: pronunciation, grammar, and
vocabulary”.22
Those statements can be stated that the exposure to the target
language requires the role of the good teachers. If the teachers respect the students
and treat them well by maximizing the exposure to the target language, it can
develop their language competencies include pronunciation, grammar, and
vocabulary.
Therefore, when the learners learning pronunciation while the environment and
the people around the learners do not support the learning process, the skill will
not be improved. On the other hands, when the learners are learning pronunciation
in the environment that supports the learning, as well as the people around the
learners, support it, including the teachers by maximizing the potential of the
students, the skill in pronunciation will be developed.
4. The Problems of Pronunciation
Although it may look simple to pronounce a word, in fact, pronunciation is not
an easy skill to master. Some people may find it is hard to pronounce some words
or maybe some vowels. Moreover, The problem also comes from the native
language. When a person did not use to speak English, the native language will
21
Lou Ann Jhonson. Teaching Outside the Box “How to grab their students by their
Brains” (A Wiley Imprint, San Francisco: 2015) p.9. 22
Marianne Celce-Murcia, Donna M. Brinton, and Janet M. Goodwin, Teaching
Pronunciation a Reference for Teachers of English to Speakers of Other Languages, (Cambridge:
Cambridge University Press, 2007) p.17.
17
affect the English speaking, whether the effect is from the accent or the
difficulties in pronouncing some sounds. Avery and Ehrlich stated that it is true
that many pronunciation problems vary according to the native language of the
learners.23
It means that the first language that is used as the daily language can
affect the pronunciation of the target language, the effect varies based on the first
language of the learners.
Moreover, the problems that are faced by students are not just the mother
tongue, it also comes from the features of pronunciation itself. Adapted from
Avery and Ehrlich, there are some common problems of pronunciation that are
faced by the learners based on its features:24
a. English Vowels
Some learners have difficulties in producing some vowels, it happens because
the vowels in English are not just three or five, There are a lot of vowels in
English compared to the other languages. Below are some problems that are
usually found in English Vowels:
Tense vs. Lax Vowels
/iy/ vs. /I/ as in „beat‟ and „bit‟
/ey/ vs. /Ɛ/ as in „bait‟ and „bet‟
/uw/ vs. /Ʊ/ as in „boot‟ and „book‟
There will be always problems about tense and lax vowel pair of English
distinction. The two vowels of each pair are often identically produced by the
learners, using neither the tense nor the lax vowel, but a vowel between two.
Failure to make these distinctions can lead to misunderstanding.25
/Ɛ/ vs. /æ/ vs. /Ʌ/ vs. /a/ as in ‘bet’, ‘bat’, ‘but’, and ‘pot’.
For some learners, especially foreign learners, they will find a confusion in
distinguishing the vowels /Ɛ/, /æ/, /Ʌ/, and the vowel /a/ of „bet‟, „bat‟, „but‟, and
23
Peter Avery and Susan Ehrlich, Teaching American English Pronunciation, (New
York: Oxford University Press, 2012) p.95. 24
Ibid 25
Ibid. at 96.
18
„pot‟. Avery and Ehrlich stated “Some learners produce all four vowel sounds in a
similar manner. More commonly they produce two or perhaps three vowel sounds
instead of four”.26
It means that some learners cannot distinguish how to produce
the vowel sounds because usually all four vowel sounds are produced in a similar
manner by the learners. Instead of being able to produce all the vowel sounds,
they commonly can correctly produce only two or even three vowel sounds.
b. English Consonants
Not only do the learners have a problem with English vowel, they also have the
problems in sounding some English consonants. Learners usually have difficulty
with a set of sounds that share these articulatory features rather than with isolated
sounds.27
Adapted from Avery and Ehrlich, there are some problems in English
consonants that usually faced by learners:
Aspiration: /p/, /t/, and /k/
According to Gussmann “English voiceless plosive consonants – the initial
sounds in words like peace, tease, keen – are pronounced with a puff of air called
aspiration”.28
It means that the aspiration consonants involve the puff of air when
those are sounded. The consonant /p/, /t/, and /k/ are voiceless stops if those are
placed in the beginning of a word, and some learners are likely failing to aspirate
them. The word „plot‟, „tot‟, and „cot‟ can probably sound like „blot‟, „dot‟, or
„got‟.29
Voicing of Fricatives
/v/ as in „vote‟ or „love‟
/ð/ as in „then‟ or „breathe‟
/z/ as in „zoo‟ or „rose‟
/ᴣ/ as in „beige‟ or „measure‟
26
Ibid. at 98. 27
Ibid. at 101. 28
Edmund Gussmann, Phonology Analysis and Theory, (Cambridge: Cambridge
University Press, 2002) p.4. 29
Avery, Ehrlich, op.cit, p.101.
19
There are two kinds of fricatives, voiced and voiceless. However, it is a
common thing for learners unable to distinguish them.30
For example /z/ may be
substituted for /s/ that can change the pronunciation of „pizza‟ to be „Pisa‟.
Initial Consonant Clusters
There is a difficulty of producing the initial consonant clusters of English to the
most of the learners. The difficulty comes when stops /p/, /t/, /k/, /b/, /d/, and /g/
are followed by /l/ or /r/.31
For example „bleach‟ will sound „bəleach‟ or
„trampoline‟ into „tərampolin‟.
c. Stress and Intonation
Stress, rhythm, and intonation are the important elements of English
pronunciation because with the wrong stress, rhythm, or intonation a conversation
can lead the speaker and the listener to a misunderstanding and
miscommunication. That is why the learners should be able to master the stress
and the intonation to increase the comprehensibility of the speech.32
However,
most of the learners are not be able to use it properly, and the reasons are written
below.
Stress
Most of the learners still have difficulties in stressing some parts of words or
sentences. As we all know, in English if we incorrectly stress a word, the meaning
will be different. Even more, the learners are sometimes incorrectly stressing the
length, pitch, and loudness, for example, if someone says the sentence „The cat is
here!‟ means the thing that is stressed or the person would like to show is „the
cat‟. Now it will be different if the stress is in „The cat is here!‟ it means that the
person wants to let you know where the cat is exactly staying.
30
Ibid 31
Ibid at. 103. 32
Ibid at. 106.
20
Intonation
It is as same as the stress, the learners also have a difficulty in intonation.
Sometimes it is hard to place the rise and the fall of the pitch level on the learners‟
voice, neither does it rise far enough nor does it fall far enough. When a sentence
or word is said even it is the same sentence yet it is said with different intonation,
it will give a different meaning or impression to the listener. For example, if
someone asks a question, that person will find the different impression when the
response uses incorrect intonation. The rising intonation means and excitement or
positive response, while the falling intonation means unexcitement.
B. Skill
1. The Definition of Skill
Skill in Cambridge Advanced Learner‟s Dictionary is defined as “an ability to do an
activity or job well, especially because you have practiced it”33
people usually describe
the word as the ability to do a specific knowledge well. For an example, when an English
language learner can perform the language well means that student has an English skill.
Seidel, Perencevich, and Ket stated: “the term skill is usually used to denote the act or the
task that is performed or the level of proficiency attained in the performance of a motor
task.”.34
It means that the terms of skill define the proficiency level of people in
performing something. Moreover, Michael Argyle asserted “The definition of skill
demands the specification of goals, procedures, and criteria for success”.35
So that from
the explanations above the writer concludes that skill is an ability that lies in every
human being to do a specific activity or performance well that require the
specification of goal, procedures, and criteria for success.
2. English Language Skills
In the English language, the skill is divided into macro skill and micro skill.
Macro skill is the basic skills in the English language, According to Tony Dudley-
33
Elizabeth Walter, Cambridge Advanced Learner‟s Dictionary, (Cambridge: Cambridge
Universisty Press, 2008) p.1347 34
Robert J. Seidel, Kathleen C. Perencevich, and Allyson L. Ket, From Principles of
Learning to Strategies for Instruction, (New York: Springer Science Business Media, LCC, 2007)
p.93 35
Michael Argyle, Social Skills and Health, (New York: Routledge, 2013) p. 82
21
Evans and Maggie Jo St. John “Macro skills refer to the major skills.”36
Moreover, listening skill, speaking skill, writing skill, and reading skill are the
four major or macro skills of English language. the macro skills of English
language can be broken down into the micro skills, which is the lower level skills
that constitute macro skills. The micro skills of English language are depended on
the macro skills, for example, the micro skill of speaking skill is pronunciation
skill while the micro skills of reading skill are skimming, scanning, and
prediction.
C. Pronunciation Skill
Pronunciation skill is a subskill of speaking skill, this micro skill is an
important skill to be mastered because it determines the clarity of a speech to
make the utterance is easily understood, Levy, Blin, Siskin, and Takeuchi stated
“pronunciation skill in any target language is a crucial part of communication and
language learners should be provided with pronunciation practice that is well
incorporated into the classroom materials or activity.”37
It can be stated that the
pronunciation skill has an important role in communication that the practice
should be provided in the lesson of the classroom. Therefore the pronunciation is
important to be mastered and learned because it is a crucial part of communication
to build an understanding between the speaker and the listener.
However, the definition of pronunciation skill comes from Pschirrer and Bally
as cited in Mosseley and Bally they stated that pronunciation skill is “knowledge
of the rules for sound/symbol or phoneme/grapheme relationship and the ability to
apply them to the pronunciation of the unfamiliar vocabulary.”38
It means that the
pronunciation skill is the knowledge of the sound and phoneme to be able to apply
36
Tony Dudley-Evans and Maggie Jo St John, Developments in English for Spesific
Purposes: A Multi-Disciplinary Approach, (Cambridge: Cambridge University Press, 2012) p.xv 37
Mike Levy, Francoise Blin, Clair Bradin Siskin, and Osamu Takeuchi, WorldCALL:
International Perspectives on Computer-Assisted Language Learning, (New York: Routledge,
2011) p.89 38
Mary June Moseley and Scott J. Bally, Communication Therapy: An Integrated
Approach to Aural Rehabilitation with Deaf and Hard of Hearing Adolescents and Adults,
(Washington DC: Gallaudet Universisty Press, 1996) p.32
22
them in pronouncing the vocabulary, in this case, a set of words to make
sentences.
Moreover, not only is the pronunciation skill associated with speaking skill,
but it is also associated with listening skill, it is because the way a person
pronouncing the sentences or the words will affect the listener‟s interpretation of
what he or she says. Even more, Amy Benjamin and John T. Crow stated that the
skill is nevertheless an essential part of the scaffolding of the necessity to master
the articulated speaking and listening skills.39
The explanation stated that
pronunciation skill is an essential and necessary part of the speaking and listening
skills to erect the both of the skills since the both of the skills are related to each
other.
As a conclusion, the definition of pronunciation skill is the essential and
necessary ability of a human being to apply the knowledge of the sound system of
a language in pronouncing the words or sentences that build the connection
between speaking and listening skills‟.
D. Virtual Assistant Application
1. The Definition of Virtual Assistant Application
A virtual assistant application is an Automatic Speech Recognition which is
able to recognize the speech and voice of a human. According to Joseph Keshet
and Sammy Bengio, the goal of automatic speech recognition is “to transcribe a
recorded speech utterance into its corresponding sequence of words”40
it means
that the function of virtual assistant is as same as the function of automatic speech
recognition which is to recall or record the speech that has spoken into a sequence
of words.
A virtual assistant application is automatically installed in a mobile device to
help the user in using media or other applications in the smartphone. Hauswald et.
al., stated that the virtual assistant is known as intelligent personal assistants that
39
Amy Benjamin and John T. Crow, Vocabulary at The Core: Teaching The Common
Core Standars, (New York: Routledge, 2013) p.59 40
Joseph Keshet and Sammy Bangio, Automatic Speech and Speaker Recognition
Large Margin and Kernel Methods, (West Sussex: Wiley & Son Ltd., 2009) p. 3.
23
use the user‟s voice as an input to find or to search vision (images) and contextual
information by providing assistance to answer questions and command in natural
language, making recommendations, and performing actions.41
From the
statement above it can be concluded that the function of the virtual assistant
application is to help the user find an information by following the command of
the user in natural language.
A virtual assistant application is intended to assist the users in using their
device or smartphone so that will be more easier to operate it. There are a lot of
services that are offered by the virtual assistant, it can help the user in arranging
schedules, searching for images or videos, or maybe playing some music. The
best thing in the services is the users do not even need to touch the screen, all they
just need is speaking directly to the phone and it will be understanding the users‟
natural voice without forcing the user to type a specific order.
2. The Most Used Virtual Assistants
Some kinds of virtual assistants had been developed by some of the developers;
the purpose of developing this application is to make the use of the smartphone
effective. However not all of those virtual assistants have a good capability and
applicable, some of those may still need some developments. Henning stated that
Google Now, Microsoft‟s Cortana and Apple‟s Siri are the leading smart virtual
assistants.42
It means that the leading virtual assistant is Google Now, Microsoft‟s
Cortana, and Apple‟s Siri that is popularly used by today's people.
a. Apple’s Siri
Siri is a virtual assistant that was made and developed by Apple. It is
automatically installed on Apple devices especially iPhone. According to Harshita
Phatnani, Jyotiprakash Patra and Ankit Sharma, the function of Siri are “to
facilitate user interaction with a device and to help the user more effectively
41
Johann Hauswald et al., Sirius: An Open End-to-End Voice and Vision Personal
Assistant and Its Implications for Future Warehouse Scale Computers, International Conference
on Architectural Support for Programming Languages and Operating Systems, 2015, p.14 42
Nicole Hennig, Mobile Learning Trends: Accessibility, Ecosystems, Content Creation,
(Chicago: ALA TechSource, 2016) p.12
24
engage with local and/or remote services.”43
It means that the function of Apple‟s
Siri is to be a media of interaction that can help the user operate the phone more
efficiently. Moreover, Siri has a function that allows your iPhone and iPod to be
used without any manual operation by connecting your device to the unit. Siri is
using Voice Recognition System Operation which function is to recognize and
respond user voice in giving an order. From the three virtual assistants, Siri is
known as the most responsive and accurate in giving the information.
b. Google Now
Another virtual assistant that is popularly used by smart phone‟s users is
Google Now. According to Qiu, Xu, Yung, and Zhang “Google Now is an
application provided by Google which comes preinstalled with the vast majority
of Android device”44
The developer of this virtual assistant is different with Siri,
this application was developed by Google for Android. Rather than just for
Android, this virtual assistant also can be applied in both iOS and Microsoft
Windows. Not only is this application applicable for a smartphone, it is also for
the computer through Google Chrome. Google Now was first included in Android
4.1 (Jellybean), which was launched on July 9, 2014. Compared with Siri, the
capability of Google Now is still under Siri, but it does not mean that Google Now
is worse than Siri. It quite effective but sometimes it gives the information that is
not connected to the order. It is a common problem because the accuracy of its
results is depended on our articulation and clarity in pronouncing the order.
c. Microsoft’s Cortana
There is nothing different about the function of Cortana with Siri and Google
Now, it has the same function with those two. The only difference between them
is the developer, the virtual assistant is developed by Microsoft and it is intended
to be applied in Microsoft‟s device. Parsons, Oja, and Ruffolo stated: “Cortana is
43
Harshita Phatnani, Jyotiprakash Patra and Ankit Sharma, Chatbot Assisting: Siri.
International Journal of Advanced Engineering Research and Studies, IV/II (Bhiali: Technical
Journal Online, 2015) p.102 44
Meikang Qiu, et, al., Network and System Security, (New York: Springer International
Publishing Switzerland, 2015) p. 51
25
an electronic personal assistant to help you find files, search the web, keep track
of the information, and answering your questions”.45
It means that Cortana can
interact with the user in helping something that is needed on the phone and
tracking some information. Moreover, Cortana can be categorized as a new virtual
assistant but yet the features are developed so significantly. The features now can
be placed on the same level with Siri and Google Now. Therefore, Cortana‟s
function is as good as Google Now and Siri.
The virtual assistant application is by far the most used application to assist
human‟s work. Its capability of assisting human‟s work cannot be denied making
the work easier. The user just needs to give a command to do something then the
virtual assistant will respond it. However, since it responds to human‟s voice,
hence the language that is used should be clear. There should be no language
mistakes in giving the command or the application will not respond. The
pronunciation of the words should be correct so that the application will not
mistake it to other words.
Those three virtual assistant applications above are by far the most used virtual
assistant application because of its accuracy in responding the words that the user
pronounce. Therefore, the use of these applications can be helpful to the students
that have problems in pronunciation, because the students can practice the
pronunciation through the application anytime as long as they bring their
smartphones as the device.
3. The Advantages of Virtual Assistant Application in Teaching
Pronunciation
The use of the virtual assistant application in teaching pronunciation gives
some advantages to the teacher. Adapted from Elimat and Seileek, the advantages
of the virtual assistant application in teaching pronunciation are:46
45
June Parsons, Dan Oja, and Lisa Ruffolo, New Perspectives Microsoft Wondows 10
Intermediate, (Boston: Chengage Learning, 2017) p. 162 46
Amal Khalil Elimat and Ali Farhan Abu Seileek, Automatic Speech Recognition
Technology As an Effective Means for Teaching Pronunciation, The JALT CALL Journal, 10 (1),
2014, p.24.
26
a. Providing interactive speech-based games and role-play with the computer.
Such activities make learning pronunciation a more realistic, rewarding, and
fun experience.
b. The programs can reduce foreign language classroom anxiety.
c. Students can also study and improve pronunciation independently.
Using virtual assistant application in teaching pronunciation can give the
students a chance to do a self-assessment because they learn pronunciation
independently then they will know what their weaknesses and strength are.
The writer then gives the point of view of the advantages of virtual assistant
application in teaching pronunciation,
a. The application can reduce the anxiety of the learners, they can learn and
practice pronouncing some words or sentences by themselves and realize
the mistakes they make when they are learning and practicing pronunciation
through the application.
b. The application is widely used, it is automatically installed on the
smartphones. It can be a friendly medium for the teachers and the students
to teach and learn pronunciation.
c. Students who cannot distinguish some words that have similar sounds can
take the advantages from this application. The application can help the
students in distinguishing homonym, homographs, and homophones.
4. Teaching Pronunciation Through Virtual Assistant Application
The virtual assistant application is getting more popular to be used as a
medium of teaching English, especially pronunciation. The capability of the
application to deliver students‟ pronunciation problem makes it easier for the
teachers to assess and improve students‟ pronunciation skill. Ambra Neri, Catia
Cucchiarini, and Helmer Strik stated: “The reasons for this popularity lie in the
opportunities this technology offers for practicing oral skills and addressing
pronunciation problems, two areas that are hard to improve within traditional
27
class-based settings”47
. From the statement, it proves that virtual assistant
application is recently used popularly for practicing an oral skill like speaking
skill because it is able to show the pronunciation problems of the students.
The virtual assistant application focuses on the segmental features of
pronunciation. Consonants, vowels, intonation, and stress are the main focuses of
this application. A student who says a word or a sentence without the correct
consonant or vowel sounds even the improper intonation and stress will know
their mistake as the application discover the pronunciation mistakes that the
student makes. This application will detect the words and transcribe the words on
the phone screen, the application then will respond by showing what the student
has said according to its analysis, Ambra Neri, Catia Cucchiarini, and Helmer
Strik stated that the Systems can provide an interaction, making it possible to
detect individual errors and provide immediate feedback48
so if the student means
to pronounce „Snake‟ but the student pronounce it incorrectly, the virtual assistant
application then will respond and give a feedback by showing „Snack‟ instead of
„Snake‟.
Teaching pronunciation itself has a lot of technique to be applied alongside the
virtual assistant application, teachers can choose any technique to be applied in
the teaching and learning activity. Adapted from Celce-Murcia, Brinton, and
Goodwin, there are frameworks of pronunciation teaching technique that had been
traditionally used:49
a. Listen and Imitate
This direct method technique acquires a listen and repeat activity by teachers
and students, the students listen to a teacher and then repeat or imitate a teacher.
The technique has been improved by using some technology like a tape recorder,
language labs, and video recorder.
47
Ambra Neri, Catia Cucchiarini, and Helmer Strik, Effective feedback on L2
pronunciation in ASR-based CALL, Proceedings of the workshop on Computer Assisted Language
Learning, 2001, p.40. 48
Ibid. at 44 49
Marianne Celce-Murcia, Donna M. Brinton, and Janet M. Goodwin, Teaching
Pronunciation a Reference for Teachers of English to Speakers of Other Languages, (Cambridge:
Cambridge University Press, 2007) p.8
28
b. Phonetic Training
This training involves the use of the phonetic alphabet, articulatory
descriptions, articulatory diagrams.
c. Minimal Pair Drill
This audio-lingual technique helps students to differentiate similar sounds in
the target language by listening discrimination and spoken practice.
Based on those techniques above, minimal pair drill technique and listen and
imitate technique are the most suitable techniques to be applied alongside the
virtual assistant or automatic speech recognition in teaching pronunciation.
However, minimal pair drill is the most effective one to be applied, because this
technique is focusing on drilling the students to pronounce words, it is as related
as the virtual assistant application is. When a student pronounces a pair of words
that have the similar sounds incorrectly, the virtual assistant will analyze the
words and transcribe them as same as it is pronounced by the students. So that if
the student wants to say “sheep” and “Ship” but the student pronounces them
incorrectly, the virtual assistant application will transcribe the wrong words, even
more, it can be reversed.
E. Previous Study
In order to make the research relevant, it is important to give some previous
study. There are three relevant previous studies which are focused on the
pronunciation and the virtual assistant application (or the same application which
can be considered as the automatic speech recognition that is the basic concept of
virtual assistant application) as the media to learn pronunciation, they are as
below.
The first study was conducted by Amal Khalil Elimat and Ali Farhan Abu
Seileek, the title of the study was “Automatic Speech Recognition Technology As
an Effective Means for Teaching Pronunciation”. The aim of this study is to
explore the effect of using automatic speech recognition technology, which is the
basic technology of the virtual assistant application, on the third grade of EFL
29
students‟ performance in pronunciation on the sixty-four 3rd grade students in the
second semester of the scholastic year 2012/2013 at Al-Abrar Basic Mixed
School.
The researchers used experimental research by conducting pronunciation tests
(oral, listening, and written tests) to collect the data on the pre-test and post-test.
The treatment was obtained individual work, pair work, and group work of
pronunciation learning activity by conducting automatic speech recognition (the
basic concept of the virtual assistant application) called Tell Me More
Performance English. Based on the data analysis, the findings revealed that there
was a statistically significant difference in the mean scores between experimental
class and control. The mean score of the experimental class that was taught by
using automatic speech recognition on the post-test was 25.30 while the control
class‟ mean score that was taught without the application was 20.09.
From the data above, it can be concluded that teaching pronunciation by using
automatic speech recognition (the basic concept of the virtual assistant
application) based on individual work, pair work, and group work method can
give significant effect on students‟ pronunciation performance. 50
As for the
difference with the present study, the application that is used in this study is more
basic. The present study uses virtual assistant application which is Google Now
and Microsoft Cortana, the automatic speech recognition which has been
developed to be more effective in recognizing human voice and sound.
The second previous study was conducted by Martin Molden with the study
titled “Employing Apple‟s Siri to practice pronunciation: A preliminary study on
Arabic speakers”. The aim of this study is to uncover Siri virtual assistant‟s
positive affordances for language learning in relation to its corrective feedback
and interpretation of speech on two Arabic learners of English as a second
language in practicing English pronunciation. The method of this study is
50
Amal Khalil Elimat and Ali Farhan Abu Seileek, Automatic Speech Recognition
Technology As an Effective Means for Teaching Pronunciation, The JALT CALL Journal, 10 (1),
2014, p.21-38.
30
quantitative, and the researcher used preliminary research as the design of the
research.
The instruments of the research were the list of questions and commands which
consisted a set of segmentals that Arabic speakers were likely to find challenging.
The participants should practice the questions and commands to the Siri virtual
assistant in order to obtain the corrective feedback of the application on the
speaker's pronunciation‟s error. Based on the data analysis, the findings revealed
that there were different scores between the two ESL speakers. The first
participant was an Arabian man with an upper-intermediate command of English
and was accustomed to using the application could correctly pronounce 9
questions and command out of 21 from the instruments. While the second
participant who was an Arabian woman with a low intermediate command of
English and was not really accustomed to using the application could correctly
pronounce 7 questions and commands out of 21 from the instruments. From the
findings above, it can be concluded that by using Siri virtual assistant more often
can make the English pronunciation of ESL speaker better.51
The differences of this study with the present study are, first, this study was
only a preliminary study with only two participants while the present study is a
quasi-experimental study with the larger participants. Second, the focus of this
research was the pronunciation of ESL speakers while the present study is focused
on the pronunciation of EFL speakers or students. The last differences are the
study used Siri virtual assistant while the present study uses Google Now and
Microsoft Cortana virtual assistant, moreover the study did not obtain statistical
procedure in collecting the data while the present study obtains it.
The third previous study was conducted by Lina Fathi Sidig Sidgi. The title of
the study was “The Usefulness of Automatic Speech Recognition (ASR)
Eyespeak Software in Improving Iraqi EFL Students‟ Pronunciation”. The aim of
this study was to determine whether automatic speech recognition (ASR)
technology is reliable for improving English pronunciation to Iraqi EFL students.
51
Martin Molden, Employing Apple‟s Siri to practice pronunciation: A preliminary study
on Arabic speakers, Hawaii Pacific University TESOL Working Paper Series,13, 2015, p.2-12.
31
The method used in this research is Classroom Action Research. The data were
obtained from twenty participants that were randomly chosen from first-year
college students at Al-Turath University College from the Department of English
in Baghdad-Iraq. The students had participated in a two-month pronunciation
instruction course using ASR Eyespeak software by conducting three data
collection techniques which were testing, questionnaire, and interview. However,
on the article, it is only the discussed the data from the questionnaire.
The result of this research showed that the use of the automatic speech
recognition called Eyespeak could improve the EFL students‟ pronunciation at the
Departement of English in At-Turath University College. The findings showed
that 65% of the students reported that using the software improved their
pronunciation and helped them recognize mispronounced English words. From
the data above, it can be concluded that using the automatic speech recognition
which was the basic concept and technology of virtual assistant application, could
improve students‟ pronunciation, it also could help the students recognize the
mistake in pronouncing English words.52
As for the difference with the present study, the design of the study was Class
Action Research while the present study uses Quasi-experimental research design.
Moreover, the application that is used in this study is Eyespeak automatic speech
recognition which is the basic concept of virtual assistant application. The present
study uses virtual assistant application which is Google Now and Microsoft
Cortana, the automatic speech recognition which has been developed to be more
effective in recognizing human voice and sound. The last, this research was
conducted to students on the college level while the present study is conducted to
the eighth-grade students of the junior high school.
52
Lina Fathi Sidig Sidgi and Ahmad Jelani Shaari, The Usefulness of Automatic Speech
Recognition (ASR) Eyespeak Software in Improving Iraqi EFL Students‟ Pronunciation, Advances
in Language and Literary Studies, 8 (1), 2017, p.221-225.
32
F. Thinking Framework
There are many methods used to teach pronunciation to the students.
Therefore, it is necessary for the English teachers to teach with the compatible and
effective method to make the teaching and learning process more effective. On the
other word, students would enjoy the learning activities in the classroom if the
teacher designed an effective method to teach pronunciation without making
anxiety on the students. Introducing a good technology that can drill the
pronunciation skill of the students can make the students interested in learning the
pronunciation. By using these strategies the students would be active at the
activities in the classroom and it would boost the confidence; so, the situation of
the classroom would be effective.
Therefore, one way to make pronunciation teaching and learning more
effective is by using interesting media as the virtual assistant application that can
help the students recognize the error in pronunciation and it can be a media of
practicing speaking and pronunciation skill through the interaction with the virtual
assistant application. It can be proved from the pre-research at the eighth-grade
students of MTs Nur Asy-syafi‟iyah that the students motivated in learning
English by using the virtual assistant application like Google Now and
Microsoft‟s Cortana that can respond to the speech of the students and correct the
mistake in pronunciation. However, it can be used based on the compatibility of
the material given by the teachers. Then, it is hoped that teaching pronunciation
by using virtual assistant application can make students motivated in learning
pronunciation and can improve the pronunciation skill more effectively.
G. Theoretical Hypothesis
Based on the theoretical and the thinking framework above, the researcher
formulated the hypothesis that the virtual assistant application can give a
significant effect on students‟ pronunciation skill.
33
CHAPTER III
RESEARCH METHODOLOGY
A. The Place and the Time of the Research
The research is conducted at the eighth grade of MTs Nur Asy-syafi‟iyah, which is
located on Pahlawan Street 01/07 No. 9, Rempoa, Tangerang Selatan. The research
was started on September 4th
, 2017, until September 13th
, 2017.
B. Method and Design of the Research
The method of this research is a quantitative method that the usage is purposed to
find out the cause and the significant effect between the variables. This method,
according to Creswell is “testing objective theories by examining the relationship
among variables. These variables. in turn, can be measured. typically on instruments,
so that numbered data can be analyzed using statistical procedures”1 so the variables
of the research can be measured and analyzed to show the result.
Moreover, the design that the researcher use to do the research is a quasi-
experimental, this design involves two classes which are classified into the
experimental class and the control class. To see the result, the both of the classes will
be given a pretest and a post-test, the purpose of the tests are to know and to compare
the significant effect that the students of the both of classes get before and after the
treatment.
The students in the experimental class will have a treatment which is pronouncing
some words and sentences through the virtual assistant. If the students pronounce the
words or the sentences correctly, the virtual assistant will show the right words or
sentences on the screen, on the contrary, if it is incorrect, the words or the sentences
that are shown on the screen will not be matched to what the students have said. On
the other hand, there is no special treatment to be applied in the control class. The
1 John W. Creswell, Research Design Qualitative, Quantitative, and Mixed Methods
Approaches, (California: SAGE Publications, Inc. 2009) p. 4.
34
pronunciation teaching and learning will be taught based on the researcher‟s lesson
and plan.
Table 3.1
Research Design
Class Measurement Media Measurement
Experimental
Class
Pre-test Treatment using
Virtual Assistant
Application
Post test
Control Class Pre-test No treatment Post test
C. Population and the Sample of the Research
The population of the study is the eighth-grade students of MTs Nur Asy-
syafi‟iyah Rempoa. There are totally three classes of the eighth grade of MTs Nur
Asy-syafi‟iyah which consist 26 students in each class. Purposive sampling technique
is used by the writer to determine the sample of the research so that two out of three
classes are chosen as the samples for experimental and control groups. The English
teacher recommend class 8-1 and class 8-3 to be chosen as the samples of the
research because the both of the class have equal English proficiency level.
Then, class 8-1 that consists 26 students is chosen as the sample of the
experimental group, while class 8-3 that consists 26 students is chosen the sample of
the control group. Based on the observation, the both of the classes have the equal
English ability and English proficiency. However, from the activities in the class,
most of the students in class 8-1 are active and give positive feedback and attention to
the writer rather than the students in class 8-3, that is why class 8-1 is chosen as the
experimental class and will be given a treatment while class 8-3 is the control class
and will not have any treatment.
35
D. Instrument of The Research
The researcher arranged a set of oral tests of pronunciation as the instrument of the
research. The oral test was about the segmental and suprasegmental features of
pronunciation, it was testing the consonants, the vowels, intonation, and stress. The
tests were given in the pre-test and the post-test, the both of the tests were aimed to
measure the pronunciation skill of the students, it was also to show any improvement
in students‟ pronunciation skill during the research by using the virtual assistant
application. The content of the tests was divided into five parts.
The first part was vowels oral test. In this test the students had to read
homophones words that had similar vowels, the writer chose 10 vowels which had
similarity to be tested to the students, the vowels were /I/, /i/, /eɪ/, /e/, /æ/, /a/, /u:/, /ʊ/,
/O/, and /ɔ:/. They distinguished the correct spelling of the words based on the vowels
of the words. The total of the words in this part was 20 words.
The second part was a consonant oral test. In this part, the students had to read
some minimal pairs that had the similar consonant sound. The writer chose 10
consonants which had similarity to be tested to the students, the consonants were /p/,
/b/, /l/, /r/, /tʃ/, /ʤ/, /k/, /g/, /f/, and /v/. The students distinguished some similar words
that had similarity in consonants sounds. The total of the words was 20 minimal pair
words.
The third part was intonation test, in this part, the writer gave 20 sentences in a
question form which had the rising and the falling intonation. The students had to
read it correctly based on the rising and the falling intonation. The next part was word
stresses oral test. In this part, the students pronounced some country names, the
students stressed the word in the right part. In this part, there were 20-word stresses
that were given.
The last part was rhythm test, in this part, the writer gave a dialogue of
transactional and interpersonal conversation, the students read the dialogue and
distinguished where the stressed word and where the distressed word in the dialogue
36
to build the rhythm of the dialogue. The total of the word in the dialogue that should
be stressed and distressed was 20 words.
The total of the words from the test that the students should read clearly and
naturally was 100 words. The measurement would depend on how many words that
the students could read correctly, so if a student could only read and pronounce 70
words correctly from the set of the test, that number would be the score that the
student has.
E. Technique of Data Collection
The researcher uses pre-test and post-test to collect the data of the research, The
pre-test is conducted at the first meeting or before the students get a treatment. The
pre-test will be tested to the both experimental class and control class in order to
know the pronunciation skills of the students naturally before the research begins.
After conducting the pre-test to the both of the classes, the experimental class will
receive a treatment of pronunciation learning through virtual assistant application,
while the control class will receive the pronunciation teaching and learning based on
the lesson plan, there is no treatment to be applied in the control class. In the end, the
post-test is conducted in order to know any improvement and difference in both
experimental class and control class during the pronunciation learning.
F. Validity
In a quantitative research, an instrument takes an important role of the research,
because from a research instrument the data of the research can be collected and
measured. However, a good instrument must have a validity and reliability, even
though there will be impossible for an instrument to be 100% valid, still, it is needed
to make sure the instrument can be applied.
37
Arthur Hughes stated “a test is seen to be valid if it measures accurately what it is
intended to measure”2 it means that a valid test should be created based on what to be
measured. To assess the accuracy of an instrument, a validation is proceeded by
collecting and analyzing the data by using a numerous of statistical tests. In order to
measure the validity of the instrument, the writer used Pearson Product formula:
Note: ɼ1 = time score result X and Y for each respondent
ΣX = score of the test instrument X
ΣY = score of the test instrument Y
ΣX2 = quadratic score instrument X
ΣY2 = quadratic score instrument Y
The validity of each item rcount is compared with rtable. If rcount > rtable then the test
item is valid or with the significance level ɑ= 0, 05.
G. Reliability
Reliability is the consistency of the measurement result. If the scores of a student
remain consistent from the result of the same test even though the student do the test
more than once, it means the test instrument is reliable. To determine the reliability of
the interval between the studied variables and instruments, the writer used Cronbach
Alpha Method:
Note: r11 = reliability score
Ʃσt2 = total variance score
σt2 = total variance
k = item score
2 Arthur Hughes, Testing for Language Teachers Second Edition, (Cambridge: Cambridge
University Press, 2003) p. 26.
38
H. The Technique of Data Analysis
The writer uses a set of tests in order to collect the data. The data from the tests are
expected to find out the result of students‟ pronunciation skills from both
experimental class and control class. The virtual assistant application is applied as a
medium to teach pronunciation in experimental class, while the repetition drill
technique is applied in the control class. The statistical calculation of the T-test is
used by the writer in order to analyze the data from pre-test and post-test in which the
sample is not related each other.
1. Test of Normality
In this study, the normality test was utilized to see and check whether the
population of variables X and Y were distributed normally. The formula of the test is
described as follows:
x2= The Value of Kai-Kuadrat
fo = Observation Frequency
fh = The Number of frequency that distributed normally
However, this test of normality was conducted by using SPSS 20. Data were
considered normal if p ≥ α and α as the significance level was 0.05.
2. Test of Homogeneity
The homogeneity test in this study was measured in order to check and see the
variance homogeneity between Y variable score that was categorized based on the
similarity of X variable score. The formula of this test is written as follows:
39
Homogeneity test was conducted by using SPSS 20. The variance of the two
variables is considered same if the significance level or the probability score is bigger
than 0.05.
3. T-test
The researcher uses a t-test to find out the effect of virtual assistant application on
students‟ pronunciation skills. The formula used as follows:
Where:
: The value of t-count
: Mean variable of experiment Class
: Mean variable of control Class
: Standard Error of Experiment Class
: Standard Error of Control Class
The Procedure of calculation as follows:
a. The formula to determine Variable X:
M1 =
b. The Formula to determine Variable Y:
M2 =
c. The formula to determine Standard of Deviation Score of Variable X:
SD1 =
40
d. The formula to determine Standard of Deviation Score of Variable Y:
SD2 =
e. The formula to determine Standard Error of Mean of Variable X:
=
f. The formula to determine Standard Error of Mean of Variable Y:
=
h. The formula to determine Standard Error of Mean of Variable X and
Variable Y:
S =
i. Determining t-table at significance level 5% (0,05) with a degree of
freedom (df):
df = (N1 + N2 ) – 2
Note:
Variable X : Teaching pronunciation by using Virtual Assistant application
Variable Y : Teaching pronunciation without using Virtual Assistant
application
N1 : The total number of experimental class
N2 : The total number of controlled class
SD1 : Standard deviation of experimental class
SD2 : Standard deviation of controlled class
41
Criteria:
If to ≥ ttabel, means there is significance, Hα is then accepted and Hο is
rejected.
If to ≤ ttable, means there is no significance, Hα is then rejected and Hο is
accepted
4. Formulation of the Effect Size
In order to assure whether the effect size of the media or the technique were
strong, therefore, the writer adopted Cohen„s formulation as follows:
where:
After obtaining the results, then they can be interpreted based on the criteria:
0.2= small effect size;
0.5= medium effect size; and
0.8= large effect size.
I. Statistical Hypothesis
This research was aimed to obtain the empirical evidence about the effect of
virtual assistant application on eighth-grade students‟ pronunciation skill of MTs Nur
Asy-syafi‟iyah Tangerang Selatan. The writer identified the statistical hypothesis that
can be seen as follows:
1. Null Hypothesis (H0)
The hypothesis could be identified as the null hypothesis if the virtual assistant
application did not give the significant effect on the pronunciation of eighth-grade
students of MTs Nur Asy-syafi‟iyah Tangerang Selatan.
42
2. Alternative Hypothesis (Ha)
The hypothesis could be identified as the alternative hypothesis if the virtual
assistant application gave the significant effect on the pronunciation of eighth-grade
students of MTs Nur Asy-syafi‟iyah Tangerang Selatan.
The criteria of the hypothesis then were shown as follows:
- If t-test (t0) < t-table (tt) in the significant degree of 0.05, H0 (null hypothesis)
was rejected. It meant that the rates of the mean score of the experimental class
are higher than the controlled class. The virtual assistant application gave the
effect on the students‟ pronunciation skills.
- If t-test (t0) > t-table (tt) in the significant degree of 0.05, H0 (null hypothesis)
was accepted. It could be said that the rates of the mean score of the
experimental class were same as or lower than the controlled class. The virtual
assistant application did not give the effect on the students‟ pronunciation skill.
43
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
A. The Description of Data
This chapter is intended to interpret the findings and the data of the research. The
scores of the students from the oral tests that were conducted in pre-test and post-test
were collected. The writer then will discuss the research findings of the students‟
achievements from the experimental class which was given a treatment by using
virtual assistant application and the control class which was not given any treatment.
1. The Data of Experimental Group
The experimental group of the study was the students from class 8-1 that consisted
26 students. The pronunciation teaching was conducted by using the virtual assistant
application as the treatment for the group. Before the treatment was applied, the
students were given an oral test which the contents were saying and reading a set of
words to check their comprehension in similar vowels and consonant sound, reading
and saying set of questions to check their comprehension in using intonation, reading
and saying a set of word stresses to check their comprehension in stressing a word,
and the last was reading transactional and interpersonal dialogue to check their
comprehension in using stress and destress combination of English language rhythm.
After having the oral test on the pre-test, the researcher implemented the treatment
three times in three meetings to gain their pronunciation skill by using virtual
assistant application. In post-test, the students were given the oral test with the same
contents but different material to see the effect of virtual assistant application on
students‟ pronunciation skill.
44
Table 4.1
The Score of The Pre-test and The Post-test of Experimental Class
Students Pre-test Post-
test
Gained
Score
Student 1 68 82 14
Student 2 82 90 8
Student 3 66 75 9
Student 4 56 69 13
Student 5 68 77 9
Student 6 84 90 6
Student 7 74 82 8
Student 8 63 87 24
Student 9 62 80 18
Student 10 82 89 7
Student 11 76 80 4
Student 12 57 68 11
Student 13 58 67 9
Student 14 66 85 19
Student 15 62 77 15
Student 16 66 82 16
Student 17 61 76 15
Student 18 79 87 8
Student 19 88 95 7
45
Student 20 54 73 19
Student 21 67 80 13
Student 22 70 89 19
Student 23 52 66 14
Student 24 62 81 19
Student 25 83 90 7
Student 26 63 86 23
Table 4.2
Histogram of The Experimental Class’ Pre-test Score
46
Table 4.3
Histogram of The Experimental Class’ Post-test Score
Table 4.4
The Mean of The Pre-test and The Post-test Score of
Experimental Class
From the data that are shown in Table 4.1 and Table 4.2, it can be clarified that the
highest score of the experimental class on the pre-test was 88, while the lowest score
was 52 with the mean of the whole score was 68,04. In the post-test, the highest score
of the experimental class was 95 while the lowest was 66 with the mean of the whole
47
score was 80,88. Therefore, the significant difference can be found from the post-test
and the pre-test.
2. The Data of Control Group
The population of the control group of the study was the students from class 8-3
that consisted 26 students. There is no treatment or media that were implemented in
control class to teach the pronunciation. Before the teaching and learning activity was
conducted, the students were given an oral test which the contents were saying and
reading a set of words to check their comprehension in similar vowels and consonant
sound, reading and saying set of questions to check their comprehension in using
intonation, reading and saying a set of word stresses to check their comprehension in
stressing a word, and the last was reading transactional and interpersonal dialogue to
check their comprehension in using stress and destress combination of English
language rhythm.
After having the oral test on the pre-test, the researcher taught the students in the
control class based on the lesson plan that he made. In post-test, the students were
given the oral test with the same contents but different material to see how much the
students have improved.
Table 4.5
The Score of The Pre-test and The Post-test of Control Class
Students Pre-test Post-
test
Gained
Score
Student 1 80 92 12
Student 2 60 73 13
Student 3 67 80 13
Student 4 58 74 16
Student 5 76 71 -5
48
Student 6 58 61 2
Student 7 52 72 20
Student 8 80 91 11
Student 9 83 92 9
Student 10 60 71 11
Student 11 68 80 12
Student 12 54 67 13
Student 13 66 65 -1
Student 14 66 82 16
Student 15 58 65 7
Student 16 74 82 8
Student 17 69 65 -4
Student 18 65 74 9
Student 19 67 78 11
Student 20 81 89 8
Student 21 74 84 10
Student 22 70 83 13
Student 23 50 65 15
Student 24 58 73 15
Student 25 73 80 7
Student 26 63 60 -3
49
Table 4.6
Histogram of The Control Class’ Pre-test Score
Table 4.7
Histogram of The Control Class’ Post-test Score
50
Table 4.8
The Mean of The Pre-test and The Post-test Score of
Control Class
Based on the data that are shown in Table 4.5 and Table 4.8, it can be clarified that
the maximum score of the control class on the pre-test was 83, while the minimum
score was 50 with the mean of the whole score was 66,54. In the post-test, the
maximum score of the control class was 92 while the minimum was 60 with the mean
of the whole score was 75,73.
From those tables above, the conclusion was found that the scores achieved by the
students in the experimental class are higher than the scores achieved by the students
in control class. In analyzing the data of the pre-test and the post-tests result, the
writer then used a statistic calculation of the t-test formula with the degree of
significance 5%.
51
B. The Analysis of The Data
1. Test of Normality
a. Pre-test
Table 4.9
Test of Normality of The Pre-test
From the table 4.9, it can be seen that the value of normality in pre-test of the
experimental class is 0,170 with significant 0,05. It means that the data of the pre-test
in the experimental class is normal. Because, the value of the pre-test of the
experimental class is bigger than the significant 0,05 (0,170 > 0,05). Meanwhile, the
value of normality in pre-test of the control class is 0,573 with significant 0,05. It
indicates that the data of pre-test in the control class is normal since the value of the
pre-test of the control class is bigger than the significant 0,05 (0,573 >0,05).
b. Post-test
Table 4.10
Test of Normality of The Post-test
From the table 4.10, it can be seen that the value of normality in post-test of the
experimental class is 0,338 with significant 0,05. It means that the data of the post-
52
test in the experimental class is normal. Because, the value of the post-test of the
experimental class is bigger than the significant 0,05 (0,338 > 0,05). While the value
of normality in post-test of the control class is 0,282 with significant 0,05. It indicates
that the data of the post-test in the control class is normal since the value of the post-
test of the control class is bigger than the significant 0,05 (0,282 >0,05).
2. Test of Homogeneity
a. Pre-test
Table 4.11
Test of Homogeneity of Variances of Pre-test
On Table 4.11 above, it is shown that the associated p-value is more than the
declared level 0.05 (0.664 > 0.05). It indicates that the variances are equal across the
classes.
b. Post-test
Table 4.12
Test of Homogeneity of Variances of Post-test
On Table 4.11 above, it is shown that the significance score of the students„
pronunciation based on the learning media was 0.214 which is higher than the
53
declared level 0.05 (0.214 > 0.05). It indicates that the variances across the two
classes are the same.
3. Test of Data Hypothesis
In order to know whether there was a significant difference or not in the result of
the pre-test and the post-test after the treatments were implemented, a test of the
hypothesis was conducted in the first place. To know the hypothesis of this research,
the writer used SPSS 20 as a software to test the hypothesis. Moreover, by using the
formulation of the experimental and control classes‟ mean scores, the data were input
and calculated. The percentage of 5% or 0.05 was determined as the significance
value or alpha (α) following the formula. Lastly, to symbolize the group, the writer
used 1 as the symbol of the experimental group, and 2 as the symbol of the control
group.
Then, the result of the t-test is presented in the figure below:
Table 4.13
Group Statistics
The table 4.13 gave a description of the statistical results of the experimental and
control classes. The symbol of the experimental class was 1 and the control class was
2. The total of the subject data was symbolized as N in which the population was 26
students from group 1 and 26 students from group 2. Mean was the average score of
each group which was taken from the posttest scores. To be specific, 80,88 was the
mean score of group 1, and 75,73 was the mean score of group 2. It was shown that
the mean scores of the experimental and the control group were significantly
different.
54
Table 4.14
Independent Samples Test
“Independent Sample Test” was the title of the next table that contained the
statistical hypotheses of this study. Based on the output, it was obtained that Sig. (2-
tailed) The score was 0.039 which was smaller than the determined significance value
0.05. Therefore, it also can be seen that p < α; (0,039 < 0.05) which meant that (H0)
was rejected and (Ha) was accepted. In other words, there was a significant effect of
virtual assistant application on students‟ pronunciation skills.
4. Test of Effect Size
The writer adopted Cohen‟s d formula in order to see the effect size level of the
study, the formula was then utilized below:
Where:
55
The criteria of the effect size level:
0,2 = small effect size
0,5 = medium effect size
0,8 = large effect size
After calculating the effect size of Cohen‟s d, the result of the effect size level of
the study was 0,58 which meant medium effect size (according to the criteria of the
effect size level). Therefore, the effect of Virtual Assistant application on students‟
pronunciation skill was quietly significant.
C. Discussion
Based on the results as described in the previous sub-chapter, it was shown as the
mean score of pre-test in the experimental class was 68,04 and the mean score of pre-
test in control group was 66,54. According to the scores of both classes, it can be said
that there was a difference score between the experimental class students‟
achievements and the control class the students‟ achievements in the pre-test, the
experimental class‟ mean score was higher the control class mean score.
However, in Table 4.8, it was shown that the mean score of pre-test in control
group was 66,54 while the mean score on the post-test was 75,73. It means that there
was a significant score gain of the control group on the post-test. In the other hand,
the experimental class also gained the mean score on the post-test, it gained from
68,04 on the pre-test to 80,88 on the post-test, therefore from the both classes‟ score,
the experimental class gained more score than the control class. Based on the
statistical analysis, The increasing point of the experimental class was 12,48 points
from 68,04 to 80,88. Meanwhile, the control group gained 9,19 points from the score
56
66,54 to 75,73. As a conclusion, the experimental class had more significantly
increasing points rather than the control group.
Based on the t-test from the SPSS calculation, it can be proved that p (Sig. (2-
tailed)) < α; 0.039 < 0.05 which means Ha was accepted and Ho was rejected.
Therefore, based on the calculation of SPSS 20 Software, the strength of virtual
assistant application‟s effect on students‟ pronunciation skill was medium, so that
there was a significant effect of virtual assistant application on students‟
pronunciation skill. Moreover, the empirical evidence was found as the score of the
experimental class students gained after the virtual assistant application was applied
and implemented in the class. The finding can be inferred that there is a significant
difference in pronunciation between the students who were taught and drilled by the
virtual assistant application and without the virtual assistant application.
57
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the data description, statistical calculation, and hypothesis testing that
were discussed and explained in the previous chapter, it was found that the mean
score of the experimental class on the pre-test before implementing the virtual
assistant application was 68,04. Then, after implementing the application on
pronunciation teaching in the experimental class, the mean score was gained into
80,88 on the post-test.
Moreover, Based on the output of hypothesis testing, it was obtained that the score
of Sig. (2-tailed) was 0.039 which was smaller than the determined significance value
0.05. As a conclusion, the score was p < α; (0,039 < 0.05) which meant that (H0) was
rejected and (Ha) was accepted. In other words, there was a significant effect of
virtual assistant application on students’ pronunciation skill with the medium scale of
significant.
B. The Suggestion
Using virtual assistant application for teaching English pronunciation is just an
example of how the technology can help the students and the teachers in teaching and
learning pronunciation. From this study the researcher gives some suggestions as
follows:
1. This study can be an empirical evidence and a proof that a technology-based
Automatic Speech Recognition like virtual assistant is not only helping in
assisting a job but also can be an effective media in language learning,
especially pronunciation.
2. There must be more technologies to come in the future to be applied as a media
in learning pronunciation, it may be more effective and easier to use. So that the
teachers should be more ready and literate to know and to try the positive
benefits of using technology in class and its effects on the students.
58
3. Learning pronunciation is not about how good the media that is used, it is all
about how often the learners practicing it to be able to speak intelligibly like a
native. Therefore, the students should practice and learn the pronunciation with
any possible media.
the researcher then expected this study to be a reference whether for a teacher or a
learner to know more about teaching and learning pronunciation using virtual
assistant application and its advantages on the learners.
59
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APPENDIX 1
The Instrument of Pre-test
PRONUNCIATION TEST
A. Read the words below correctly!
(Vowel Test) Total point: 20
/i:/ /I/ /eɪ/ /e/
Sleep /sli:p/ Slip /slIp/ Blade /bleId/ Bled /bled/
Reach /ri:tʃ/ Rich /rItʃ/ Raid /reId/ Red /red/
/æ/ /ɑ: or Λ/ /u:/ /ʊ/
Mask /mæsk/ Mosque /mɑ:sk/ Luke /lu:k/ Look /lʊk/
Packet /ˈpækIt/ Pocket /pɑ:kit/ Pool /pu:l/ Pull /pʊl/
/o/ /ɔ:/
Coat /koʊt/ Caught /cɔ:t/
Woke /woʊk/ Walk /wɔ:k/
B. Read the words below correctly!
(Consonant Test) Total point: 20
/p/ /b/ /l/ /r/
Peach /pi:tʃ/ Beach /bi:tʃ/ Climb /klɑIm/ Crime /krɑIm/
Pie /pɑI/ Buy /bɑI/ Glow /gloʊ/ Grow /groʊ/
/tʃ/ /ʤ/ /k/ /g/
Chain /tʃeIn/ Jane /ʤeIn/ Leak /li:k/ League /li:g/
Batch /bætʃ/ Badge /bæʤ/ Cold /koʊld/ Gold /goʊld/
/f/ /v/
Leaf /li:f/ Leave /li:v/
Fairy /ˈferi/ Very /ˈveri
C. Read the transactional and interpersonal texts below!
Total point: 20
- Do you 'want /coffee or \tea?
/du ju wɑnt ˈkɑfi ɔ:r ti:/
- 'Nice \weather, /isn't it?
/naɪs ˈwɛðər, ˈɪzənt ɪt/
- You \live here, /don't you?
/ju lɪv hi:r, doʊnt ju/
- Do you 'speak /English or \German?
/du ju spi:k ˈɪŋglɪʃ ɔ:r ˈʤɜrmən/
- Would you 'like /pineaple or \apple?
/ wʊd ju laɪk ˈpaɪˌnæpəl ɔ:r ˈæpəl/
- You can \drive, /can't you?
/ju kæn draɪv, kænt ju/
- Are you 'studying /English or \French?
/ɑr ju ˈstʌdi:ɪŋ ˈɪŋglɪʃ ɔr frɛnʧ/
- Do you 'play /football or \basketball?
/du ju pleɪ ˈfʊtˌbɔ:l ɔ:r ˈbæskətˌbɔ:l/
- You \know it, /don't you?
/ju noʊ ɪt, doʊnt ju/
- He will \help them, /won't he?
/hi: wɪl hɛlp ðɛm, woʊnt hi:/
D. Read the name of the countries below!
(Word Stress Test) Total point: 20
- Nepal /nəˈpɔ:l/ oO - Colombia /kəˈlʌmbiə/ oOoo
- Sudan /suˈdæn/ oO - Introduce /ˌIntrədju:s/ ooO
- Cartoon /kɑ: ˈtu:n/ Oo - Cameroon /kæməˈruːn/ ooO
- Police /pəˈli:s/ Oo - Magazine /mægəˈzi:n/ ooO
- Angola /æŋˈgoʊlə/ oOo - Refugee /ˌrefjuˈʤi:/ ooO
- Zimbabwe /zɪmˈbɑbweɪ/ oOo - Argentina /ɑrʤənˈtinə/ ooOo
- Official /əˈfIʃl/ oOo - Indonesia /ˌɪndoʊˈniʒə/ ooOo
- Successfull /sək’sesfl/ oOo - Definition /ˌdefIˈnIʃn/ ooOo
- Australia /ɒˈstreIliə/ oOoo - Decorator /ˈdekəreItər/ Oooo
- Deodorant /diˈəʊdərənt/ oOoo - Supermarket /ˈsu:pəmɑ:kIt/ Oooo
E. Read the dialogue below!
(Rhythm Test) Total Point: 20
A: Will you sell my car? Because i’m going to france.
B: How much it will cost?
A: It is up to you! Just don’t sell it too cheap!
B: Ok then.
A: /wɪl ju sɛl maɪ kɑr bɪˈkɔ:z aɪm ˈgoʊɪŋ tu fræns/
B: /haʊ mʌʧ ɪt wɪl kɑst/
A: /ɪt ɪz ʌp tu ju! ʤʌst doʊnt sɛl ɪt tu: ʧip!/
B: /ˈoʊˈkeɪ ðɛn/
Total Score: 100
APPENDIX 2
The Instrument of Post-test
PRONUNCIATION TEST
A. Read the words below correctly!
(Vowels Test) Total point: 20
/i/ /I/ /eɪ/ /e/
Beat /bi:t/ Bit /bIt/ Fail /feIl/ Fell /fel/
Seat /si:t/ Sit /sIt/ Gate /geIt/ Get /get/
/æ/ /ɑ or Λ/ /u:/ /ʊ/
Mask /mæsk/ Mosque /mɑ:sk/ Fool /fu:l/ Full /fʊl/
Bass /bæs/ Bus /bΛs/ Food /fu:d/ Foot /fʊt/
/o/ /ɔ:/
Choke / tʃoʊk/ Chalk /tʃɔ:k/
Coal /koʊl/ Call /kɔ:l/
B. Read the words below correctly!
(Consonat Test) Total point: 20
/p/ /b/ /l/ /r/
Rope /roʊp/ Robe /roʊb/ Light /laIt/ Right /raIt/
Staple /’steIpl/ Stable /’steIbl/ Lake /leIk/ Rake /reIk/
/tʃ/ /ʤ/ /k/ /g/
Rich /rItʃ/ Ridge /rIʤ/ Leak /li:k League /li:g/
Batch /bætʃ/ Badge /bæʤ/ Back /bæk/ Bag /bæg/
/f/ /v/
Feel /fi:l/ Veil /veIl/
Riffle /’raIfl/ Rival /’raIvl/
C. Read the question sentence below with the right falling or rising
intonation!
(Intonation Test) Total Point: 20
- Will you 'come 'back at /five or at \six?
- It's a 'nice \day, /isn't it?
- Does she 'read 'books in the /morning or at \night?
- It's a 'beautiful \town, /isn't it?
- 'Close the \window, /please.
- Will you 'try to 'do it to/day or to\morrow?
- Do you 'have a /dog or a \cat?
- 'Tell me your \name, /please.
- 'Ask him to \call me, /please
- Would you 'like an /apple or a \pear?
D. Read the words stress below correctly!
(Word Stress Test) Total Point: 20
- Belgium /bˈɛldʒəm/ Oo - Disagree /,dIsə’gri:/ ooO
- China /tʃaInə/ Oo - Impolite /,Impə’laIt/ ooO
- Finland Oo - Millionaire /,mIljə’ner/ ooO
- Ice Cream /aIskri:m/ Oo - Invitation /,InvI’teIʃn/ ooOo
- Canadian /kə’nəIdiən/ oOo - Energetic /,enə’ʤetIk/ ooOo
- Memorial /mə’mɔ:riəl/ oOo - Obligation /,ɒblI’geIʃn/ ooOo
- Tomatoes /tə’mɑ:təʊ/ oOo - Population /,pɒpju’leIʃn/ ooOo
- Potatoes /pə’teItəʊ/ oOo - Celebrity /sə’lebrəri/ oOoo
- Afternoon /,ɑ:ftə’nu:n/ ooO - Identity /aI’dentəti/ oOoo
-
E. Read the dialogue below! (Rhythm Test)
(Rhythm Test) Total Score: 20
A: do you agree about the death penalty for the drug dealers?
B: I really agree about that!
A: why do you agree?
B: Well, because it is the right act to eradicate the drugs!
A: du ju əˈgri əˈbaʊt ðə dɛθ ˈpɛnəlti fɔr ðə drʌg ˈdilərz?
B: aɪ ˈrɪli əˈgri əˈbaʊt ðæt!
A: waɪ du ju əˈgri?
B: wɛl, bɪˈkɔz ɪt ɪz ðə raɪt ækt tu ɪˈrædəˌkeɪt ðə drʌgz!
Total Score:100
APPENDIX 3
The Blueprint of The Instruments
BLUEPRINT OF PRE-TEST
Number of
Items
Indicators Type of
Tests
Content Score
Item 1
(Vowels)
The Students are
able to pronounce
some homophones
words with correct
pronunciation. The
item consists a set
of words with the
same sound, the
students have to
distinguish the
words with similar
vowels and
sounds, they have
to pronounce them
correctly.
The vowels are:
/I/, /i/, /eɪ/, /e/, /æ/,
/a/, /u:/, /ʊ/, /O/,
and /ɔ:/
Oral Test
Vowels
Sleep, Slip, Blade, Bled,
Reach, Rich, Raid, Red,
Mask, Mosque, Luke,
Look, Packet, Pocket,
Pull, Pool, Coat, Caught,
Woke, Walk
20
The Students are
able to pronounce
some minimal
pairs words with
correct
pronunciation. The
Item 2
(Consonants)
item consists a set
of words with the
similar sound, the
students have to
distinguish the
words with similar
consonant and
sounds, they have
to pronounce them
correctly.
The consonants
are: /p/, /b/, /l/, /r/,
/tʃ/, /ʤ/, /k/, /g/,
/f/, and /v/.
Oral Test
Consonants
Peach, Beach, Climb,
Crime, Pie, Buy, Glow,
Grow, Chain, Jane, Leak,
League, Batch, Badge,
Cold, Gold, Leaf, Leave,
Fairy, Very
20
Item 3
(Intonation)
The Students are
able to read and
distinguish the
rising and the
falling of
intonation in a
question sentence.
Students’
intonation is
scored, this item
consists a set of
question sentences
with intonation
rising and falling
on each question.
(The backward
slash means
falling and the
upward slash
means rising)
Oral Test
Intonation
(Rising and
Falling)
- Do you 'want /coffee
or \tea?
- 'Nice \weather, /isn't
it?
- You \live here, /don't
you?
- Do you 'speak /English
or \German?
- Would you 'like
/coffee or \tea?
- You can \drive, /can't
you?
- Are you 'studying
/English or \French?
- Do you 'play /football
or \basketball?
- You \know it, /don't
you?
- He will \help them,
/won't he?
20
Item 4
(Word
Stress)
The Students are
able to pronounce
some words stress
with the correct
stress pattern of a
syllable. The item
consists a set of
words with
syllable stress and
distress. “O”
indicates the
stressed syllable
and “o” indicates
the distressed
syllable.
Oral Test
Word
Stress
(Stressed
and
distressed
syllable)
Nepal oO
Colombia oOoo
Sudan oO
Introduce ooO
Cartoon Oo
Cameroon ooO
Police Oo
Magazine ooO
Angola oOo
Refugee ooO
Zimbabwe oOo
Argentina ooOo
Official oOo
Indonesia ooOo
Successful oOo
Definition ooOo
Australia oOoo
Decorator Oooo
Deodorant oOoo
Supermarket Oooo
20
Item 5
The students are
able to read a
dialogue with the
correct rhythm of
stressed and
distressed word
combination. The
item consists a
transactional and
interpersonal
dialogue, and the
students have to
read it with a
correct rhythm of
Oral Test
(Rhythm
Test)
A: Will you sell my car?
Because I’m going to
France.
B: How much will it cost?
A: It is up to you! Just
don’t sell it too
cheap!
20
pronunciation.
(The bold word is
stressed words and
the rest is the
distressed or item
words)
B: Ok then.
Total Score 100
BLUEPRINT OF POST-TEST
Number of
Items
Indicators Type of
Tests
Content Score
Item 1
(Vowels)
The Students are
able to pronounce
some homophones
words with correct
pronunciation. The
item consists a set
of words with the
same sound, the
students have to
distinguish the
words with similar
vowels and
sounds, they have
to pronounce them
correctly.
The vowels are:
/I/, /i/, /eɪ/, /e/, /æ/,
/a/, /u:/, /ʊ/, /O/,
and /ɔ:/
Oral Test
Vowels
Beat, Bit, Fail, Fell, Seat,
Sit, Gate, Get, Mask,
Mosque, Fool, Full, Bass,
Bus, Food, Foot, Choke,
Chalk, Coal, Call
20
The Students are
able to pronounce
some minimal
Item 2
(Consonants)
pairs words with
correct
pronunciation. The
item consists a set
of words with the
similar sound, the
students have to
distinguish the
words with similar
consonant and
sounds, they have
to pronounce them
correctly.
The consonants
are: /p/, /b/, /l/, /r/,
/tʃ/, /ʤ/, /k/, /g/,
/f/, and /v/.
Oral Test
Consonants
Rope, Robe, Light, Right,
Staple, Stable, Lake,
Rake,
Rich, Ridge, Leak,
League,
Batch, Badge, Back, Beg,
Feel, Veil, Riffle, Rival
20
Item 3
(Intonation)
The Students are
able to read and
distinguish the
rising and the
falling of
intonation in a
question sentence.
Students’
intonation is
scored, this item
consists a set of
question sentences
with intonation
rising and falling
on each question.
(The backward
slash means
falling and the
upward slash
means rising)
Oral Test
Intonation
(Rising and
Falling)
- Will you 'come 'back at
/five or at \six?
- It's a 'nice \day, /isn't it?
- Does she 'read 'books in
the /morning or at
\night?
- It's a 'beautiful \town,
/isn't it?
- 'Close the \window,
/please.
- Will you 'try to 'do it
to/day or to\morrow?
- Do you 'have a /dog or a
\cat?
- 'Tell me your \name,
/please.
- 'Ask him to \call me,
/please
- Would you 'like an
/apple or a \pear?
20
Item 4
(Word
Stress)
The Students are
able to pronounce
some words stress
with the correct
stress pattern of a
syllable. The item
consists a set of
words with
syllable stress and
distress. “O”
indicates the
stressed syllable
and “o” indicates
Oral Test
Word
Stress
(Stressed
and
distressed
syllable)
Belgium Oo
Disagree ooO
China Oo
Impolite ooO
Finland Oo
Millionaire ooO
Ice Cream Oo
Invitation ooOo
Canadian oOo
20
the distressed
syllable.
Energetic ooOo
Memorial oOo
Obligation ooOo
Tomatoes oOo
Population ooOo
Potatoes oOo
Celebrity oOoo
Afternoon ooO
Identity oOoo
Item 5
The students are
able to read a
dialogue with the
correct rhythm of
stressed and
distressed word
combination. The
item consists a
transactional and
interpersonal
dialogue, and the
students have to
read it with a
correct rhythm of
pronunciation.
(The bold word is
stressed words and
the rest is the
distressed or item
words)
Oral Test
(Rhythm
Test)
A: Do you agree about
the death penalty for
the drug dealers?
B: I really agree about
that!
A: Why do you agree?
B: Well, because it is the
right act to eradicate
the drugs!
20
Total Score 100
APPENDIX 4
RPP EXPERIMENTAL CLASS
Satuan Pendidikan : MTs Asy-Syafi’iyah (YASPINA)
Kelas/Semester : VIII/II
Mata Pelajaran : Bahasa Inggris
Topik : Transactional / Interpersonal
Pertemuan Ke‐ : 1-3
Alokasi Waktu : 7 x 35 menit (3x Pertemuan)
A. Kompetensi Inti
KI 1: Menghargai dan menghayati ajaran agama yang dianutnya.
KI 2: Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,
peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi
secara efektif dengan lingkungan sosial dan alam dalam jangkauan
pergaulan dan keberadaannya
KI 3: Memahami dan menerapkan pengetahuan (faktual, konseptual, dan
prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.
KI 4: Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut
pandang/teori.
B. Kompetensi Dasar
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa
pengantar komunikasi internasional yang diwujudkan dalam semangat
belajar.
2.1 Menunjukkan perilaku tanggung jawab, peduli, kerja sama, dan cinta
damai dalam melaksanakan komunikasi fungsional.
3.1 Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan
fungsi sosial dari ungkapan meminta perhatian, mengecek pemahaman,
menghargai kinerja yang baik, dan meminta dan mengungkapkan
pendapat, serta responnya, sesuai dengan konteks penggunaannya.
4.1 Menyusun teks lisan sederhana untuk mengucapkan dan merespon
ungkapan meminta perhatian, mengecek pemahaman, dan menghargai
kinerja yang baik, serta meminta dan mengungkapkan pendapat dengan
memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang
benar dan sesuai konteks
C. Indikator Pencapaian Kompetensi
1.1.1 Siswa dapat mengungkapkan rasa syukur atas kesempatan mempelajari
bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang
diwujudkan dalam semangat belajar.
2.1.1 Siswa dapat menunjukkan perilaku santun dan peduli dalam melaksanakan
komunikasi antar pribadi dengan guru dan teman.
2.2.1 Siswa dapat menunjukkan perilaku jujur, disiplin, percaya diri, dan
bertanggung jawab dalam melaksanakan komunikasi transaksional dengan
guru dan teman.
2.3.1 Siswa dapat menunjukkan perilaku tanggung jawab, peduli, kerjasama,
dan cinta damai, dalam melaksanakan komunikasi fungsional.
3.1.1 Siswa dapat membedakan ungkapan dan respon penawaran, persetujuan
dan meminta pendapat dalam bahasa Inggris.
3.1.2 Siswa dapat mengidentifikasi ungkapan dan respon penawaran,
persetujuan dan meminta pendapat dalam bahasa Inggris.
3.1.3 Siswa dapat menyebutkan ungkapan dan respon penawaran, persetujuan
dan meminta pendapat dalam bahasa Inggris.
4.1.1 Siswa dapat membangun percakapan pendek lisan atau tulisan yang
menggunakan ungkapan serta respon dari menawarkan sesuatu,
menanyakan dan merespon ungkapan persetujuan, meminta dan memberi
pendapat sesuai dengan konteks.
4.1.2 Siswa dapat mengikuti arahan guru tentang penggunaan percakapan
pendek lisan atau tulisan yang menggunakan ungkapan serta respon dari
menawarkan sesuatu, menanyakan ungkapan persetujuan, meminta dan
memberi pendapat sesuai dengan konteks..
4.1.3 Siswa dapat menerapkan unsur-unsur kebahasaan percakapan pendek lisan
atau tulisan yang menggunakan ungkapan serta respon dari menawarkan
sesuatu, menanyakan dan merespon ungkapan persetujuan, meminta dan
memberi pendapat sesuai dengan konteks, baik secara lisan maupun
tulisan dengan baik dan benar.
D. Tujuan Pembelajaran
1. Secara bergantian peserta didik mampu memainkan peran yang ada dibuku
LKS.
2. Peserta didik dapat merespon dengan tepat ketika ada yang meminta
menawarkan sesuatu kepada mereka.
3. Peserta didik memahami cara untuk menyanpaikan kesetujuan atau
ketidaksetujuan kepada seseorang maupun orang banyak atau kelompok.
4. Peserta didik mampu membuat sebuah percakapan pendek yang
mengandung ungkapan ungkapan meminta persetujauan, memberi pendapat
atau menawarkan sesuatu beserta responnya.
5. Secara berkelompok, peserta didik percaya diri maju ke depan
mempraktekkan percakapan yang telah mereka buat.
6. Dalam kegiatan berkelompok, peserta didik mampu bekerja sama dengan
baik dalam menyelesaikan tugas.
E. Media Pembelajaran
1. Papan Tulis dan Spidol
2. Laptop
3. LCD Proyektor
4. Video
5. Speaker
F. Materi Pembelajaran
a. Communication Practice
Penjelasan tentang kalimat interrogative-negative Simple Present
b. Pronunciation
Pengucapan percakapan dengan intonasi kalimat interogatif dan kalimat
positif
1. Expressing of making telephone calls:
• Hello, is that Mr. Hartono? This is Jack.
• Hello, can I speak to Mr. Bobby? My name is Bill.
• Good morning, may I speak to the manager?
2. Responding telephone calls:
• Who is speaking?
• Just a moment, I’ll call him/her.
• Sorry, he/she is out right now.
3. Expressing of asking for things and the response:
I would like a pair of shoes. - Certainly
I would like some T-Shirt - Sure
Would you like to pass me a sauce please? - Here you are
4. Expression of asking people to do things:
Could you close the door, please?
Would you like to open the windows, please?
Would you mind sharing me your food, please?
5. Expression of responding to other people’s statements:
Well done!
That’s great!
Congratulation!
6. Starting conversations:
This is a nice room, isn’t it?
Excuse me, may I sit here?
Hello. Going to sydney?
G. Media dan Sumber Pembelajaran
1. Sumber Pembelajaran
a). Buku Teks Wajib Character-Based English
b). Buku Latihan Siswa
c). Keteladan ucapan dan tindakan guru menggnakan setiap tindakan
komunikasi interpersonal dengan benar dan akurat
d). Modul Pembelajaran Bahasa Inggris kelas VIII
e). Modul Bahasa Inggris kelas VIII
f). Sumber dari internet:
www.dailyenglish.com,
http://americanenglish.state.gov/files/ae/resourcefiles,
http://learnenglish.britishcouncil.org/en/
H. Langkah-langkah Kegiatan
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan Pertemuan Ke – 1
Guru dan siswa memberi salam,
kemudian berdoa bersama
Guru mengabsensi kehadiran siswa
Guru menyampaikan materi yang
akan dipelajari oleh siswa
105 Menit
5 Menit
Inti
Observing
Peserta didik mendengarkan audio
tentang percakapan asking for a thing
dan asking people to do things
dengan seksama.
Guru menjelaskan isi audio tersebut
dan menerangkan materi tentang
asking for a thing dan asking people
to do things.
Siswa diberi kertas yang percakapan
tentang asking for a thing dan asking
people to do things dan membaca
dialog tersebut secara berpasangan.
Questioning
Dari kegiatan tersebut, guru
menanyakan kata-kata yang sulit di
ucapkan oleh siswa dari dialog yang
diberikan guru.
Explorating
Guru mengecek dan melatih
pronunciation peserta didik tentang
kata-kata yang tidak dapat mereka
ucapkan dengan baik dengan
menggunakan virtual assistant
application (Google Now dan
Microsoft’s Cortana)
Associating
Peserta didik mendiskusikan
penggunaan ungkapan asking for
things dan asking people to do things
beserta responnya.
Communicating
Dengan kelompok diskusinya, setiap
kelompok membuat percakapan
asking for things dan asking people to
do things beserta responnya
kemudian melakukan role play
didepan kelas .
Guru memngapresiasi dengan
mengajak siswa lain memerhatikan
90 Menit
Penutupan
Pendahuluan
Inti
dan bertepuk tangan setelah selesai.
Peserta didik bersama guru
menyimpulkan hasil pembelajaran
pada pertemuan ini.
Guru mengingatkan untuk tetap
menggunakan bahasa inggis untuk
meminta sesuatu atau meminta
melakukan sesuatu pada guru maupun
teman - temannya.
Guru menyampaikan informasi materi
pada pertemuan berikutnya, yaitu cara
bercakap-cakap di telepon dan
responnya dalam bahasa Inggris.
Salah satu peserta didik memimpin
doa dengan bahasa Inggris sebelum
membaca surah “Al-Asr”.
Guru menutup dengan salam.
Pertemuan Ke - 2
Guru dan siswa memberi salam,
kemudian berdoa bersama
Guru mengabsensi kehadiran siswa
Guru menyampaikan materi yang
akan dipelajari oleh siswa
Observing
Peserta didik mendengarkan audio
percakapan telepon.
Peserta didik mengamati dan
menuliskan percakapan yang mereka
tangkap dari dialog telepon tersebut.
10 Menit
70 menit
5 Menit
Penutupan
Questioning
Guru menanyakan pada siswa
tentang:
Kata-kata yang digunakan saat
mengawali percakapan dalam
telepon.
Kata-kata yang digunakan saat
menjawab panggilan telepon.
Guru menjelaskan tentang cara
menyapa dan bercakap di telepon
kepada siswa beserta responnya.
Experimenting
Guru mengecek dan melatih
pronunciation peserta didik tentang
kata-kata yang mereka tangkap dari
audio dengan menggunakan virtual
assistant application (Google Now
dan Microsoft’s Cortana)
Communicating
Secara berkelompok, peserta didik
maju kedepan kelas dengan percaya
diri mempraktekkan percakapan yang
telah mereka buat. guru
memngapresiasi dengan mengajak
siswa lain memerhatikan dan
bertepuk tangan setelah selesai.
Peserta didik bersama guru
menyimpulkan hasil pembelajaran
pada pertemuan ini.
Guru menyampaikan informasi materi
pada pertemuan berikutnya, yaitu
60 Menit
5 Menit
Pendahuluan
Inti
starting conversation dan responding
people’s statements.
Salah satu peserta didik memimpin
doa dengan bahasa Inggris sebelum
membaca surah “Al-Asr”.
Guru menutup dengan salam.
Pertemuan Ke – 3
Guru dan siswa memberi salam,
kemudian berdoa bersama
Guru mengabsensi kehadiran siswa
Guru menyampaikan materi yang
akan dipelajari oleh siswa
Observing
Peserta didik mendengarkan audio
tentang sebuah percakapan singkat
dengan seksama.
Siswa berdiskusi untuk mengetahui
topik apa yang di bicarakan dalam
audio tersebut.
Questioning
Dari pengamatan tersebut, guru
menanyakan:
Apa yang harus dikatakan ketika
memulai percakapan .
Apa yang harus dikatakan untuk
merespon statement seseorang.
Guru menjelaskan tentang cara
memulai suatu percakapan.
105 Menit
5 Menit
95 Menit
Penutupan
Guru menjelaskan juga cara
merespon statment seseorang ketika
melakukan percakapan.
Explorating
Guru memberikan kertas berisi dialog
tentang memulai percakapan dan
meresponnya kepada siswa.
Siswa membaca dialog tersebut
melalui virtual assistant application,
dan guru mengecek kesalahan yang
mereka ucapkan.
Associating &Communicating
Dengan berpasangan, siswa membuat
percakapan singkat yang memiliki
content starting conversation dan
responding people’s statements.
Setiap kelompok maju kedepan kelas
memainkan peran sesuai dengan
percakapan yang mereka buat, guru
memngapresiasi dengan mengajak
siswa lain memerhatikan dan
bertepuk tangan setelah selesai.
Peserta didik bersama guru
menyimpulkan hasil pembelajaran
pada pertemuan ini.
Guru mengingatkan untuk tetap
menggunakan bahasa inggis untuk
memulai percakapan dengan guru
maupun teman - temannya.
Salah satu peserta didik memimpin
5 Menit
doa dengan bahasa Inggris sebelum
membaca surah “Al-Asr”.
Guru menutup dengan salam.
I. Penilaian
1. Bentuk Penugasan/Instrument
b. Siswa diminta untuk menyebutkan pengertian, tujuan, dan struktur dari
Transactional and Interpersonal Conversation secara individu.
c. Siswa diminta untuk menyebutkan unsur kebahasaan dari Transactional and
Interpersonal Conversation yang diberikan oleh guru.
d. Siswa diminta untuk membuat Transactional and Interpersonal
Conversation secara berpasangan.
e. Siswa diminta untuk mempraktikan Transactional and Interpersonal
Conversation yang telah mereka buat secara berpasangan.
2. Pedoman Penskoran
a. Penilaian sikap
No Aspek yang dinilai 1 2 3 4
1 Kesungguhan
2 Bertanggung jawab
3 Percaya diri
4 Sopan santun
5 Peduli
Jumlah nilai
b. Penilaian pemahaman
No Aspek yang dinilai 1 2 3 4
1 Pengertian
2 Fungsi social
3 Struktur teks
4 Unsur kebahasaan
5 Kelengkapan dan keruntutan
Jumlah nilai
c. Penilaian menulis
No Aspek yang dinilai 1 2 3 4
1 Grammar
2 Punctuation
3 Content
4 Capital letter
5 Vocabulary
Jumlah nilai
d. Penilaian berbicara
No Aspek yang dinilai 1 2 3 4
1 Fluency
2 Pronunciation
3 Intonation
4 Accuracy
5 Confidence
Jumlah nilai
e. Penilaian Transactional and Interpersonal Conversation
Kriteria Skor 4 Skor 3 Skor 2 Skor 1
Penulisan
Transactional and
Interpersonal
Conversation
Siswa membuat
sendiri, Teks
dikembangkan
dengan tepat
dan terarah,
Transactional
Hanya
memenuhi
3
dari 4
ketentuan
yang
Hanya
memenuhi
2
dari 4
ketentuan
yang
Hanya
memenuhi
1
atau
bahkan
tidak
and
Interpersonal
Conversation
tidak terlalu
panjang atau
tidak terlalu
pendek,
Kesinambungan
Transactional
and
Interpersonal
Conversation.
ditetapkan ditetapkan memenuhi
sama sekali
4 ketentuan
yang telah
ditetapkan.
Organisasi/Struktur
Teks dan Isi
Transactional
and
Interpersonal
Conversation
sesuai
dengan topik
yang dipilih,
ketentuan dan
ciri-ciri topik
yang dipilih
diikuti dengan
sempurna, ide
penulisan dan
dan
pengembangan
topik ditulis
secara jelas dan
beraturan, isi
Transactional
Hanya
memenuhi
3
dari 4
ketentuan
yang
ditetapkan
Hanya
memenuhi
2
dari 4
ketentuan
yang
ditetapkan
Hanya
memenuhi
1
atau
bahkan
tidak
memnuhi
semua
kriteria
yang
ditetapkan
and
Interpersonal
Conversation
sangat mudah
dipahami.
Tata Bahasa Tidak
ditemukan
kesalahan tata
bahasa yang
signifikan,
makna dan
isi
Transactional
and
Interpersonal
Conversation
dapat
dipahami
dengan jelas,
Penggunaan
punctuation
yang tepat,
Penggunaan
konteks bahasa
yang tepat.
Hanya
memenuhi
3
dari 4
ketentuan
yang
ditetapkan
Hanya
memenuhi
2
dari 4
ketentuan
yang
ditetapkan
Hanya
memenuhi
1
atau
bahkan
tidak
memnuhi
semua
kriteria
yang
ditetapkan
Perbendaharaan
Kata
Kata-kata
yang
digunakan
sangat efektif,
Penggunaan
Hanya
memenuhi
3
dari 4
ketentuan
Hanya
memenuhi
2
dari 4
ketentuan
Hanya
memenuhi
1
atau
bahkan
kata yang
variatif,
menguasai
bentuk kata
dengan benar
dan efektif,
istilah-istilah
digunakan
dengan tepat
dan benar
yang
ditetapkan
yang
ditetapkan
tidak
memnuhi
semua
kriteria
yang
ditetapkan
Penulisan dan
penjawaban tugas
dan soal
Isi benar,
penggunaan
vocabulary
yang tepat,
grammar yang
baik dan benar,
kemandirian
dalam
mengerjakan
tugas dan soal.
Hanya
memenuhi
3
dari 4
ketentuan
yang
ditetapkan
Hanya
memenuhi
2
dari 4
ketentuan
yang
ditetapkan
Hanya
memenuhi
1
atau
bahkan
tidak
memnuhi
semua
kriteria
yang
ditetapkan
Keterangan:
1 : Tidak Baik
2 : Cukup Baik
3 : Baik
4 : Amat Baik
1. Cara Menghitung Nilai Akhir
No Nama
Siswa
Perolehan Nilai Nilai
Akhir
Keseluru
han
Nilai
Akhir
kriteria
-1
Nilai
Akhir
kriteria
-2
Nilai
Akhir
kriteria
-3
Nilai
Akhir
kriteria
-4
Nilai
Akhir
kriteria
-5
1. Randy 15 15 16 15 16 77
2. Ariska 15 15 15 14 16 75
3. Betty 15 15 15 15 15 75
4. ... ... ... ... ... ...
Rumus perhitungan nilai siswa sebagai berikut:
NA= Nilai Akhir Penilaian Sikap + Nilai Akhir Penilaian Pemahaman +
Nilai Akhir Penilaian Menulis + Nilai Akhir Penilaian Berbicara + Nilai
Akhir Teks Transactional
J. Lampiran Soal
Indikator Pencapaian
Kompetensi
Teknik
Penilaian
Bentuk
Instrumen Instrumen/ Soal
Merespon ungkapan
meminta sesuatu
Merespon ungkapan
meminta, memberi,
menolak barang
Tes lisan
Tes Tulis
Merespon
secara lisan
Pilihan ganda
Respond the following statement
A: Would you like to go to
library with me?
B: ....
A: Can I borrow your book?
B: ...........
Merespon percakapan
dalam telepon
Merespon statement
seseorang
Tes Tulis
Tes lisan
Merespon
secara lisan
Choose the right response
A: Hello, can I speak to Thomas
please?
B:.......
a. Yes, I agree
b. Yes Thomas is speaking
c. I’m not sure
d. All right
Give your response
A: Do you know I passed the
test?
B:............
I. Listen to the expressions and give your response orally
1. Would you like to lend me one of your pen, please? (accept)
………………………………………
2. Can you share the sofa with me, please? (accept)
………………………………………
3. Do you mind if I sit here? (refuse)
………………………………………
4. Hello, is this 021321455?
………………………………………
5. I will go to UIN Jakarta to continue my study!
.............................................................
II. Listen to the expressions and choose the best response, a, b, c or d.
1. A: Would you like to share the snack with us?
B: …
a. Sure, here it is
b. I don’t think it’s a good idea
c. Thank you, that’s very kind of you
d. Don’t worry, they are already full
2. A: Can you please open the door?
B: …
a. Yes, I know.
b. Oh thank you so much.
c. I don’t think I will like it.
d. Sure!
3. A: Hello, is this Toni?
B: ………, you call the wrong number.
a. I don’t agree with that idea
b. Yes, I really agree
c. No, this is not
d. All right.
4. A: I got a hundred on math test!
B: …
a. Well done!
b. Yes, I know
c. That’s very kind of you
d. Not bad
5. A: I would like a cup of cofee please!
B: …
a. Yes, Sir. You have to buy it.
b. No, Sir. It’s sweet already
c. Right away sir!
d. Ok, how much sugar do you need?
Tangerang Selatan, 4 September 2017
Mengetahui,
Guru Pamong Guru Mata Pelajaran
Yuli Ambar Utami, S.Pd. Rizqi Ahmad Budiman
NIP. ............................... NIM. 1113014000023
Kepala Sekolah MTs Asy-Syafiiyah
Moh. Husni Thamrin, S. Sos.
NIP. .......................................
APPENDIX 5
RPP CONTROL CLASS
Satuan Pendidikan : MTs Asy-Syafi’iyah (YASPINA)
Kelas/Semester : VIII/II
Mata Pelajaran : Bahasa Inggris
Topik : Transactional / Interpersonal
Pertemuan Ke‐ : 1-3
Alokasi Waktu : 7 x 35 menit (3x Pertemuan)
A. Kompetensi Inti
KI 1: Menghargai dan menghayati ajaran agama yang dianutnya.
KI 2: Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,
peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi
secara efektif dengan lingkungan sosial dan alam dalam jangkauan
pergaulan dan keberadaannya
KI 3: Memahami dan menerapkan pengetahuan (faktual, konseptual, dan
prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.
KI 4: Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut
pandang/teori.
B. Kompetensi Dasar
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa
pengantar komunikasi internasional yang diwujudkan dalam semangat
belajar.
2.1 Menunjukkan perilaku tanggung jawab, peduli, kerja sama, dan cinta
damai dalam melaksanakan komunikasi fungsional.
3.1 Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan
fungsi sosial dari ungkapan meminta perhatian, mengecek pemahaman,
menghargai kinerja yang baik, dan meminta dan mengungkapkan
pendapat, serta responnya, sesuai dengan konteks penggunaannya.
4.1 Menyusun teks lisan sederhana untuk mengucapkan dan merespon
ungkapan meminta perhatian, mengecek pemahaman, dan menghargai
kinerja yang baik, serta meminta dan mengungkapkan pendapat dengan
memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang
benar dan sesuai konteks
C. Indikator Pencapaian Kompetensi
1.1.1 Siswa dapat mengungkapkan rasa syukur atas kesempatan mempelajari
bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang
diwujudkan dalam semangat belajar.
2.1.1 Siswa dapat menunjukkan perilaku santun dan peduli dalam melaksanakan
komunikasi antar pribadi dengan guru dan teman.
2.2.1 Siswa dapat menunjukkan perilaku jujur, disiplin, percaya diri, dan
bertanggung jawab dalam melaksanakan komunikasi transaksional dengan
guru dan teman.
2.3.1 Siswa dapat menunjukkan perilaku tanggung jawab, peduli, kerjasama,
dan cinta damai, dalam melaksanakan komunikasi fungsional.
3.1.1 Siswa dapat membedakan ungkapan dan respon penawaran, persetujuan
dan meminta pendapat dalam bahasa Inggris.
3.1.2 Siswa dapat mengidentifikasi ungkapan dan respon penawaran,
persetujuan dan meminta pendapat dalam bahasa Inggris.
3.1.3 Siswa dapat menyebutkan ungkapan dan respon penawaran, persetujuan
dan meminta pendapat dalam bahasa Inggris.
4.1.1 Siswa dapat membangun percakapan pendek lisan atau tulisan yang
menggunakan ungkapan serta respon dari menawarkan sesuatu,
menanyakan dan merespon ungkapan persetujuan, meminta dan memberi
pendapat sesuai dengan konteks.
4.1.2 Siswa dapat mengikuti arahan guru tentang penggunaan percakapan
pendek lisan atau tulisan yang menggunakan ungkapan serta respon dari
menawarkan sesuatu, menanyakan ungkapan persetujuan, meminta dan
memberi pendapat sesuai dengan konteks..
4.1.3 Siswa dapat menerapkan unsur-unsur kebahasaan percakapan pendek lisan
atau tulisan yang menggunakan ungkapan serta respon dari menawarkan
sesuatu, menanyakan dan merespon ungkapan persetujuan, meminta dan
memberi pendapat sesuai dengan konteks, baik secara lisan maupun
tulisan dengan baik dan benar.
D. Tujuan Pembelajaran
1. Secara bergantian peserta didik mampu memainkan peran yang ada dibuku
LKS.
2. Peserta didik dapat merespon dengan tepat ketika ada yang meminta
menawarkan sesuatu kepada mereka.
3. Peserta didik memahami cara untuk menyanpaikan kesetujuan atau
ketidaksetujuan kepada seseorang maupun orang banyak atau kelompok.
4. Peserta didik mampu membuat sebuah percakapan pendek yang
mengandung ungkapan ungkapan meminta persetujauan, memberi
pendapat atau menawarkan sesuatu beserta responnya.
5. Secara berkelompok, peserta didik percaya diri maju ke depan
mempraktekkan percakapan yang telah mereka buat.
6. Dalam kegiatan berkelompok, peserta didik mampu bekerja sama dengan
baik dalam menyelesaikan tugas.
E. Media Pembelajaran
1. Papan Tulis dan Spidol
2. Laptop
3. LCD Proyektor
4. Video
5. Speaker
F. Materi Pembelajaran
a. Communication Practice
Penjelasan tentang kalimat interrogative-negative Simple Present
b. Pronunciation
Pengucapan percakapan dengan intonasi kalimat interogatif dan kalimat
positif
1. Expressing of making telephone calls:
• Hello, is that Mr. Hartono? This is Jack.
• Hello, can I speak to Mr. Bobby? My name is Bill.
• Good morning, may I speak to the manager?
2. Responding telephone calls:
• Who is speaking?
• Just a moment, I’ll call him/her.
• Sorry, he/she is out right now.
3. Expressing of asking for things and the response:
I would like a pair of shoes. - Certainly
I would like some T-Shirt - Sure
Would you like to pass me a sauce please? - Here you are
4. Expression of asking people to do things:
Could you close the door, please?
Would you like to open the windows, please?
Would you mind sharing me your food, please?
5. Expression of responding to other people’s statements:
Well done!
That’s great!
Congratulation!
6. Starting conversations:
This is a nice room, isn’t it?
Excuse me, may I sit here?
Hello. Going to sydney?
G. Media dan Sumber Pembelajaran
1. Sumber Pembelajaran
a). Buku Teks Wajib Character-Based English
b). Buku Latihan Siswa
c). Keteladan ucapan dan tindakan guru menggnakan setiap tindakan
komunikasi interpersonal dengan benar dan akurat
d). Modul Pembelajaran Bahasa Inggris kelas VIII
e). Modul Bahasa Inggris kelas VIII
f). Sumber dari internet:
www.dailyenglish.com,
http://americanenglish.state.gov/files/ae/resourcefiles,
http://learnenglish.britishcouncil.org/en/
H. Langkah-langkah Kegiatan
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan
Pertemuan Ke – 1
Guru dan siswa memberi salam,
kemudian berdoa bersama
Guru mengabsensi kehadiran siswa
Guru menyampaikan materi yang
akan dipelajari oleh siswa
105 Menit
5 Menit
Inti
Observing
Peserta didik mendengarkan audio
tentang percakapan asking for a thing
dan asking people to do things
dengan seksama.
Guru menjelaskan isi audio tersebut
dan menerangkan materi tentang
asking for a thing dan asking people
to do things.
Questioning
Dari kegiatan tersebut, guru
menanyakan kata-kata yang sulit di
ucapkan oleh siswa dari dialog yang
diberikan guru.
Explorating
Guru melatih siswa untuk
mengatakan ungkapan asking for a
thing dan asking people to do things
dengan menggunakan tehnik
repetition drill.
Guru menekankan kata-kata yang
sulit untuk di ungkapkan siswa dalam
dialog tersebut lalu siswa mengikuti
apa yang guru ucapkan.
Associating
Peserta didik mendiskusikan
penggunaan ungkapan asking for
things dan asking people to do things
beserta responnya.
Communicating
Dengan kelompok diskusinya, setiap
90 Menit
Penutupan
Pendahuluan
kelompok membuat percakapan
asking for things dan asking people to
do things beserta responnya
kemudian melakukan role play
didepan kelas .
Guru memngapresiasi dengan
mengajak siswa lain memerhatikan
dan bertepuk tangan setelah selesai.
Peserta didik bersama guru
menyimpulkan hasil pembelajaran
pada pertemuan ini.
Guru mengingatkan untuk tetap
menggunakan bahasa inggis untuk
meminta sesuatu atau meminta
melakukan sesuatu pada guru maupun
teman - temannya.
Guru menyampaikan informasi materi
pada pertemuan berikutnya, yaitu cara
bercakap-cakap di telepon dan
responnya dalam bahasa Inggris.
Salah satu peserta didik memimpin
doa dengan bahasa Inggris sebelum
membaca surah “Al-Asr”.
Guru menutup dengan salam.
Pertemuan Ke - 2
Guru dan siswa memberi salam,
10 Menit
70 menit
Inti
kemudian berdoa bersama
Guru mengabsensi kehadiran siswa
Guru menyampaikan materi yang
akan dipelajari oleh siswa
Observing
Peserta didik mendengarkan audio
percakapan telepon.
Peserta didik mengamati dan
menuliskan percakapan yang mereka
tangkap dari dialog telepon tersebut.
Questioning
Guru menanyakan pada siswa
tentang:
Kata-kata yang digunakan saat
mengawali percakapan dalam
telepon.
Kata-kata yang digunakan saat
menjawab panggilan telepon.
Guru menjelaskan tentang cara
menyapa dan bercakap di telepon
kepada siswa beserta responnya
dengan pengucapan dan intonasi dan
benar.
Experimenting
Guru meminta siswa untuk
memainkan game who’s calling?
Guru memulai dengan menirukan
suara telepon, lalu setiap siswa yang
ditunjuk harus merespon dengan
ungkapan sapaan dan bercakap dalam
5 Menit
60 Menit
Penutupan
Pendahuluan
telepon.
Communicating
Siswa bersama pasangannya
berdiskusi untuk membuat
percakapan dalam telepon.
Secara berkelompok, peserta didik
maju kedepan kelas dengan percaya
diri mempraktekkan percakapan yang
telah mereka buat. guru
memngapresiasi dengan mengajak
siswa lain memerhatikan dan
bertepuk tangan setelah selesai.
Peserta didik bersama guru
menyimpulkan hasil pembelajaran
pada pertemuan ini.
Guru menyampaikan informasi materi
pada pertemuan berikutnya, yaitu
starting conversation dan responding
people’s statements.
Salah satu peserta didik memimpin
doa dengan bahasa Inggris sebelum
membaca surah “Al-Asr”.
Guru menutup dengan salam.
Pertemuan Ke – 3
Guru dan siswa memberi salam,
kemudian berdoa bersama
Guru mengabsensi kehadiran siswa
Guru menyampaikan materi yang
5 Menit
105 Menit
5 Menit
Inti
akan dipelajari oleh siswa
Observing
Peserta didik mendengarkan audio
tentang sebuah percakapan singkat
dengan seksama.
Siswa berdiskusi untuk mengetahui
topik apa yang di bicarakan dalam
audio tersebut.
Questioning
Dari pengamatan tersebut, guru
menanyakan:
Apa yang harus dikatakan ketika
memulai percakapan .
Apa yang harus dikatakan untuk
merespon statement seseorang.
Guru menjelaskan tentang cara
memulai suatu percakapan dengan
pengucapan dan intonasi yang baik
dan benar.
Guru menjelaskan juga cara
merespon statment seseorang ketika
melakukan percakapan dengan
pengucapan dan intonasi yang baik
dan benar.
Explorating
Guru memberikan kertas berisi dialog
tentang memulai percakapan dan
meresponnya kepada siswa.
Siswa membaca dialog tersebut dan
guru memandu dan mengkoreksi
95 Menit
Penutupan
ketika ada kesalahan dalam
pengucapan dan intonasi.
Associating &Communicating
Dengan berpasangan, siswa membuat
percakapan singkat yang memiliki
content starting conversation dan
responding people’s statements.
Setiap kelompok maju kedepan kelas
memainkan peran sesuai dengan
percakapan yang mereka buat, guru
memngapresiasi dengan mengajak
siswa lain memerhatikan dan
bertepuk tangan setelah selesai.
Peserta didik bersama guru
menyimpulkan hasil pembelajaran
pada pertemuan ini.
Guru mengingatkan untuk tetap
menggunakan bahasa inggis untuk
memulai percakapan dengan guru
maupun teman - temannya.
Salah satu peserta didik memimpin
doa dengan bahasa Inggris sebelum
membaca surah “Al-Asr”.
Guru menutup dengan salam.
5 Menit
I. Penilaian
1. Bentuk Penugasan/Instrument
b. Siswa diminta untuk menyebutkan pengertian, tujuan, dan struktur dari
Transactional and Interpersonal Conversation secara individu.
c. Siswa diminta untuk menyebutkan unsur kebahasaan dari Transactional and
Interpersonal Conversation yang diberikan oleh guru.
d. Siswa diminta untuk membuat Transactional and Interpersonal
Conversation secara berpasangan.
e. Siswa diminta untuk mempraktikan Transactional and Interpersonal
Conversation yang telah mereka buat secara berpasangan.
2. Pedoman Penskoran
a. Penilaian sikap
No Aspek yang dinilai 1 2 3 4
1 Kesungguhan
2 Bertanggung jawab
3 Percaya diri
4 Sopan santun
5 Peduli
Jumlah nilai
b. Penilaian pemahaman
No Aspek yang dinilai 1 2 3 4
1 Pengertian
2 Fungsi social
3 Struktur teks
4 Unsur kebahasaan
5 Kelengkapan dan keruntutan
Jumlah nilai
c. Penilaian menulis
No Aspek yang dinilai 1 2 3 4
1 Grammar
2 Punctuation
3 Content
4 Capital letter
5 Vocabulary
Jumlah nilai
d. Penilaian berbicara
No Aspek yang dinilai 1 2 3 4
1 Fluency
2 Pronunciation
3 Intonation
4 Accuracy
5 Confidence
Jumlah nilai
e. Penilaian Transactional and Interpersonal Conversation
Kriteria Skor 4 Skor 3 Skor 2 Skor 1
Penulisan
Transactional and
Interpersonal
Conversation
Siswa
membuat
sendiri, Teks
dikembangka
n
dengan tepat
dan terarah,
Transactional
and
Interpersonal
Hanya
memenuhi 3
dari 4
ketentuan
yang
ditetapkan
Hanya
memenuhi 2
dari 4
ketentuan
yang
ditetapkan
Hanya
memenuhi 1
atau bahkan
tidak
memenuhi
sama sekali
4 ketentuan
yang telah
ditetapkan.
Conversation
tidak terlalu
panjang atau
tidak terlalu
pendek,
Kesinambung
an
Transactional
and
Interpersonal
Conversation.
Organisasi/Struktur
Teks dan Isi
Transactional
and
Interpersonal
Conversation
sesuai
dengan topik
yang dipilih,
ketentuan dan
ciri-ciri topik
yang dipilih
diikuti
dengan
sempurna,
ide
penulisan dan
dan
pengembanga
n topik ditulis
secara jelas
dan
Hanya
memenuhi 3
dari 4
ketentuan
yang
ditetapkan
Hanya
memenuhi 2
dari 4
ketentuan
yang
ditetapkan
Hanya
memenuhi 1
atau bahkan
tidak
memnuhi
semua
kriteria
yang
ditetapkan
beraturan, isi
Transactional
and
Interpersonal
Conversation
sangat mudah
dipahami.
Tata Bahasa Tidak
ditemukan
kesalahan
tata
bahasa yang
signifikan,
makna dan
isi
Transactional
and
Interpersonal
Conversation
dapat
dipahami
dengan jelas,
Penggunaan
punctuation
yang tepat,
Penggunaan
konteks
bahasa yang
tepat.
Hanya
memenuhi 3
dari 4
ketentuan
yang
ditetapkan
Hanya
memenuhi 2
dari 4
ketentuan
yang
ditetapkan
Hanya
memenuhi 1
atau bahkan
tidak
memnuhi
semua
kriteria
yang
ditetapkan
Perbendaharaan Kata-kata Hanya Hanya Hanya
Kata yang
digunakan
sangat
efektif,
Penggunaan
kata yang
variatif,
menguasai
bentuk kata
dengan benar
dan efektif,
istilah-istilah
digunakan
dengan tepat
dan benar
memenuhi 3
dari 4
ketentuan
yang
ditetapkan
memenuhi 2
dari 4
ketentuan
yang
ditetapkan
memenuhi 1
atau bahkan
tidak
memnuhi
semua
kriteria
yang
ditetapkan
Penulisan dan
penjawaban tugas
dan soal
Isi benar,
penggunaan
vocabulary
yang tepat,
grammar
yang baik
dan benar,
kemandirian
dalam
mengerjakan
tugas dan
soal.
Hanya
memenuhi 3
dari 4
ketentuan
yang
ditetapkan
Hanya
memenuhi 2
dari 4
ketentuan
yang
ditetapkan
Hanya
memenuhi 1
atau bahkan
tidak
memnuhi
semua
kriteria
yang
ditetapkan
Keterangan:
1 : Tidak Baik
2 : Cukup Baik
3 : Baik
4 : Amat Baik
3. Cara Menghitung Nilai Akhir
No Nama
Siswa
Perolehan Nilai Nilai
Akhir
Keseluru
han
Nilai
Akhir
kriteria
-1
Nilai
Akhir
kriteria
-2
Nilai
Akhir
kriteria
-3
Nilai
Akhir
kriteria
-4
Nilai
Akhir
kriteria
-5
1. Randy 15 15 16 15 16 77
2. Ariska 15 15 15 14 16 75
3. Betty 15 15 15 15 15 75
4. ... ... ... ... ... ...
Rumus perhitungan nilai siswa sebagai berikut:
NA= Nilai Akhir Penilaian Sikap + Nilai Akhir Penilaian Pemahaman +
Nilai Akhir Penilaian Menulis + Nilai Akhir Penilaian Berbicara + Nilai
Akhir Teks Transactional
4. Lampiran Soal
Indikator Pencapaian
Kompetensi
Teknik
Penilaian
Bentuk
Instrumen Instrumen/ Soal
Merespon ungkapan
meminta sesuatu
Merespon ungkapan
meminta, memberi,
menolak barang
Tes lisan
Tes Tulis
Merespon
secara lisan
Pilihan ganda
Respond the following statement
A: Would you like to go to
library with me?
B: ....
A: Can I borrow your book?
B: ...........
Merespon percakapan
dalam telepon
Merespon statement
seseorang
Tes Tulis
Tes lisan
Merespon
secara lisan
Choose the right response
A: Hello, can I speak to Thomas
please?
B:.......
a. Yes, I agree
b. Yes Thomas is speaking
c. I’m not sure
d. All right
Give your response
A: Do you know I passed the
test?
B:............
I. Listen to the expressions and give your response orally
1. Would you like to lend me one of your pen, please? (accept)
………………………………………
2. Can you share the sofa with me, please? (accept)
………………………………………
3. Do you mind if I sit here? (refuse)
………………………………………
4. Hello, is this 021321455?
............................................................
5. I will go to UIN Jakarta to continue my study!
…........................................................
II. Listen to the expressions and choose the best response, a, b, c or d.
1. A: Would you like to share the snack with us?
B: …
a. Sure, here it is
b. I don’t think it’s a good idea
c. Thank you, that’s very kind of you
d. Don’t worry, they are already full
2. A: Can you please open the door?
B: …
a. Yes, I know.
b. Oh thank you so much.
c. I don’t think I will like it.
d. Sure!
3. A: Hello, is this Toni?
B: ………, you call the wrong number.
a. I don’t agree with that idea
b. Yes, I really agree
c. No, this is not
d. All right.
4. A: I got a hundred on math test!
B: …
a. Well done!
b. Yes, I know
c. That’s very kind of you
d. Not bad
5. A: I would like a cup of cofee please!
B: …
a. Yes, Sir. You have to buy it.
b. No, Sir. It’s sweet already
c. Right away sir!
d. Ok, how much sugar do you need?
Tangerang Selatan, 4 September 2017
Mengetahui,
Guru Pamong Guru Mata Pelajaran
Yuli Ambar Utami, S.Pd. Rizqi Ahmad Budiman
NIP. ............................... NIM. 1113014000023
Kepala Sekolah MTs Asy-Syafiiyah
Moh. Husni Thamrin, S. Sos.
NIP. .......................................
APPENDIX 6
Statistic of Descriptive Table
A. Experimental Class
B. Control Class
APPENDIX 7
The Result of Validity Test
In order to know whether the instruments are valid or invalid the researcher did
the validity test of the instruments then conducted the instrument to 20 students.
The instruments are valid if the level of significance is more than 0,05 with 20
students to be the sample of the test, the level of significance is >0,343
The result:
Item 1 = 0,502 > 0,343
Item 2 = 0,892 > 0,343
Item 3 = 0,730 > 0,343
Item 4 = 0,581 > 0,343
Item 5 = 0,625 > 0,343
Based on the result, it can be seen that the significance of each item is more
than 0,343 or >0,343 which means the instruments are valid.
APPENDIX 8
The Result of Reliability Test
Criteria for reability:
1. 0,800 -1,000 = Very High
2. 0,600 - 0,799 = High
3. 0,400 - 0,500 = Medium
4. 0,200 – 0,399 = Low
5. >0,200 = Very Low
According to the criteria of the reliability test, it is found that the reliability of
the test is high because the result is 0,765 = High.
APPENDIX 9
Permission Letter of the Research